Elementary Education and Language Teachers' Professional Development Needs: The Context of Pakistan
Teachers professional development is central to meet the ever-growing challenges at the elementary school level. In this article we describe the development and use of Teachers Development Scale at the elementary school level in Pakistan. An exploratory factor analysis (n=274) showed two basic dimensions of teachers professional development: community development, and individual development. Community-based developments included collaborative projects, participation in conferences, and system of educators for proficient advancement. On the other hand, individual developments related to improvement in course work, coaching, observation visits to other schools and qualification degree programs. The implication of the study identifies constraints and suggestions for educators, educationists and instructor mentors.
-
Professional Development, Language Teachers, Elementary Education
-
(1) Fasih Ahmed
HOD, Department of Humanities, COMSATS University, Islamabad, Pakistan.
(2) Sana Hussan
Lecturer,Department of English, Women University Mardan, KP, Pakistan.
(3) Muhammad Safiullah
Research Assistant, Humanity Research Council, Islamabad, Pakistan.
- Antoniou, P., & Kyriakides, L. (2013). A Dynamic Integrated Approach to teacher professional development: Impact and sustainability of the effects on improving teacher behaviour and student outcomes. Teach. Teach. Educ. Teaching and Teacher Education, 29(1), 1-12.
- Bartlett, M. S. ( 1954). A note on the multiplying factors for various chi square approximations. . Journal of the Royal Statistical Society,, 16 (Series B),, 296-298.
- Clarke, D., & Hollingsworth, H. (2002). Elaborating a Model of Teacher Professional Growth. Teaching and Teacher Education, 18(8), 947-967.
- Cooper, B., & Cowie, B. (2010). Collaborative research for assessment for learning. Teaching and Teacher Education, 26(4), 979-986. doi: http://dx.doi.org/10.1016/j.tate.2009.10.040
- Daloglu, A. (2004). A professional development program for primary school English language teachers in Turkey: designing a materials bank. International Journal of Educational Development, 24(6), 677-690.
- Davies, D., Jindal-Snape, D., Digby, R., Howe, A., Collier, C., & Hay, P. (2014). The roles and development needs of teachers to promote creativity: A systematic review of literature. Teaching and Teacher Education, 41(0), 34-41. doi: http://dx.doi.org/10.1016/j.tate.2014.03.003
- Donnell, L. A., & Gettinger, M. (2015). Elementary school teachers' acceptability of school reform: Contribution of belief congruence, self-efficacy, and professional development. Teaching and Teacher Education, 51, 47-57. doi: http://dx.doi.org/10.1016/j.tate.2015.06.003
- Flynn, R. M., Lissy, R., Alicea, S., Tazartes, L., & McKay, M. M. (2016). Professional development for teachers plus coaching related to schoolwide suspensions for a large urban school system. Children and Youth Services Review, 62, 29-39. doi: http://dx.doi.org/10.1016/j.childyouth.2016.01.015
- Fullan, M., & Stiegelbauer, S. M. (1991). The new meaning of educational change. [Toronto?]; New York, NY: Ontario Institute for Studies in Education ; Teachers College Press, Teachers College, Columbia University.
- Gilleece, L., Shiel, G., Perkins, R., & Proctor, M. (2009). Teaching and Learning International Survey. In E. R. C. Doublin (Ed.). Doublin, Ireland.
- Guskey, T. R. (1985). Staff Development and Teacher Change. Educational Leadership, 42(7), 57-60.
- Guskey, T. R. (1986). Staff Development and the Process of Teacher Change. Educational researcher, 15(5), 5-12.
- Kaiser, H. (1970). A second generation little jiffy. Psychometrika Psychometrika, 35(4), 401-415.
- Khuanwang, W., Lawthong, N., & Suwanmonkha, S. (2016). Development of Evaluation Standards for Professional Experiential Training of Student Teachers. Procedia - Social and Behavioral Sciences, 217, 878-886. doi: http://dx.doi.org/10.1016/j.sbspro.2016.02.020
- Lai, C. (2015). Modeling teachers' influence on learners' self-directed use of technology for language learning outside the classroom. Computers & Education Computers & Education, 82(3), 74-83.
- Lai, C., Li, Z., & Gong, Y. (2016). Teacher agency and professional learning in cross-cultural teaching contexts: Accounts of Chinese teachers from international schools in Hong Kong. Teaching and Teacher Education, 54, 12-21. doi: http://dx.doi.org/10.1016/j.tate.2015.11.007
- Lee, A. N., & Nie, Y. (2014). Understanding teacher empowerment: Teachers' perceptions of principal's and immediate supervisor's empowering behaviours, psychological empowerment and work-related outcomes. Teaching and Teacher Education, 41, 67-79. doi: http://dx.doi.org/10.1016/j.tate.2014.03.006
- Macià, M., & GarcÃÂa, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291-307. doi: http://dx.doi.org/10.1016/j.tate.2016.01.021
- Ninlawan, G. (2015). Factors Which Affect Teachers' Professional Development in Teaching Innovation and Educational Technology in the 21st Century under the Bureau of Special Education, Office of the Basic Education Commission. Procedia - Social and Behavioral Sciences, 197, 1732-1735. doi: http://dx.doi.org/10.1016/j.sbspro.2015.07.228
- Polly, D., McGee, J., Wang, C., Martin, C., Lambert, R., & Pugalee, D. K. (2015). Linking professional development, teacher outcomes, and student achievement: The case of a learner-centered mathematics program for elementary school teachers. International Journal of Educational Research, 72, 26-37. doi: http://dx.doi.org/10.1016/j.ijer.2015.04.002
- Ross, J. A., & Bruce, C. D. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 23(2), 146-159.
- Saroyan, A., & Trigwell, K. (2015). Higher education teachers' professional learning: Process and outcome. Studies in Educational Evaluation, 46, 92- 101. doi: http://dx.doi.org/10.1016/j.stueduc.2015.03.008
- Schön, D. A. (1987). Educating the reflective practitioner : toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
- Shamim, F. (2008). Trends, issues and challenges in English language education in Pakistan. Asia Pacific Journal of Education, 28(3), 235-249.
- Thacker, E. S. (2015). http://dx.doi.org/10.1016/j.jssr.2015.10.001
- Vanblaere, B., & Devos, G. (2016). Relating school leadership to perceived professional learning community characteristics: A multilevel analysis. Teaching and Teacher Education, 57, 26-38. doi: http://dx.doi.org/10.1016/j.tate.2016.03.003
- Warsi, J. (2004). Conditions Under Which English is Taught in Pakistan. Sarid Journal.
- Weiping, W. (2005). Evaluation of 2 2 alternative teacher performance appraisal program in Shanxi, People's Republic of China. Available from database. http://worldcat.org /z-wcorg/
- Williams, M., & Burden, B. (1997). Innovation and teacher development:A collaborative approach. In J. Field, A. Graham, E. Griffiths & K. Head (Eds.), Teachers Develop Teachers Research (pp. 113-125.): IATEFL Publications Kent.
- Wyse, D., Sugrue, C., Fentiman, A., & Moon, S. (2014). English language teaching and whole school professional development in Tanzania. International Journal of Educational Development, 38, 59-68. doi: http://dx.doi.org/10.1016/j.ijedudev.2014.04.002
Cite this article
-
APA : Ahmed, F., Hussan, S., & Safiullah, M. (2016). Elementary Education and Language Teachers' Professional Development Needs: The Context of Pakistan. Global Regional Review, I(I), 85-96. https://doi.org/10.31703/grr.2016(I-I).07
-
CHICAGO : Ahmed, Fasih, Sana Hussan, and Muhammad Safiullah. 2016. "Elementary Education and Language Teachers' Professional Development Needs: The Context of Pakistan." Global Regional Review, I (I): 85-96 doi: 10.31703/grr.2016(I-I).07
-
HARVARD : AHMED, F., HUSSAN, S. & SAFIULLAH, M. 2016. Elementary Education and Language Teachers' Professional Development Needs: The Context of Pakistan. Global Regional Review, I, 85-96.
-
MHRA : Ahmed, Fasih, Sana Hussan, and Muhammad Safiullah. 2016. "Elementary Education and Language Teachers' Professional Development Needs: The Context of Pakistan." Global Regional Review, I: 85-96
-
MLA : Ahmed, Fasih, Sana Hussan, and Muhammad Safiullah. "Elementary Education and Language Teachers' Professional Development Needs: The Context of Pakistan." Global Regional Review, I.I (2016): 85-96 Print.
-
OXFORD : Ahmed, Fasih, Hussan, Sana, and Safiullah, Muhammad (2016), "Elementary Education and Language Teachers' Professional Development Needs: The Context of Pakistan", Global Regional Review, I (I), 85-96
-
TURABIAN : Ahmed, Fasih, Sana Hussan, and Muhammad Safiullah. "Elementary Education and Language Teachers' Professional Development Needs: The Context of Pakistan." Global Regional Review I, no. I (2016): 85-96. https://doi.org/10.31703/grr.2016(I-I).07