Teachers’ perceptions of continuous professional development training
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Chinese school teachers’ perceptions of continuous professional development training in Melaka Teacher Training Institute CHEOK MEI LICK FACULTY OF EDUCATIONAL STUDIES UNIVERSITI PUTRA MALAYSIA
Teachers’ perceptions of continuous professional development training
Sharing experience of a professional development training carried out among in-service teachers.
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1. Chinese school teachers perceptions of continuous
professional development training in Melaka Teacher Training
Institute CHEOK MEI LICK FACULTY OF EDUCATIONAL STUDIES UNIVERSITI
PUTRA MALAYSIA
2. Key terms of the study Continuous Professional Development
(CPD) Training Technological, pedagogical, content knowledge
(TPACK) Blended Learning
3. Introduction Why Continuous Professional Development (CPD)
Training? Knowledge, skills and attitudes cannot be fully developed
during initial teacher education. Teachers need to be lifelong
learners, 21st century students need different knowledge and skills
. Constant upgrading is not a choice but a must. Stakeholders
expectations of the teaching force are being redefined as the world
progresses.
4. Introduction Technological, pedagogical content knowledge
(TPACK): Technological Pedagogical Content Knowledge (TPACK) has
developed theoretical, pedagogical, and methodological perspectives
that characterize teachers who effectively integrate content,
pedagogy, and technology in their classroom practice.
5. Introduction The affordance of Blended Learning: Many
studies have concluded that using technology in educational
settings benefits students (Kim and Hannafin, 2011). However, most
teachers do no effectively integrate technology or blend technology
into their face-to-face classroom (Gordner, 2008)
6. Aspects of Blended Learning Studied Satisfaction Affective
construct that is often considered to be a predictor of learning
outcomes (LaPoint & Gunawardena, 2004). Indicates the degree of
learner reaction to their learning experience in a particular
course. Satisfaction an important factor in retention (Liu, Gomez,
Khan and Yen, 2007; Liu, Gomez and Yen, 2009)
7. Aspects of Blended Learning Studied Social Presence Learners
project themselves online and feel a sense of community.
Participants identify with the community, communicate and develop
inter-personal relationships (Garrison, 2009). Social presence is
an important construct in online learning environments (Tu &
McIssac, 2002; Richardson & Swan, 2003; Liu, Gomez, Khan, &
Yen, 2007).
8. Aspects of Blended Learning Studied Collaboration Learners
interact to construct common meaning and knowledge. Learning
communities play a significant role in academic success and
persistence (Shea, Sau Li, & Pickett, 2006). Learning through
social interaction and collaboration has been confirmed (Bandura,
1986; Vygotsky, 1978; Tu and Corry, 2003). Tu (2004) argues it is
essential when creating online learning communities.
9. Why the study? Though the acceptance of CPD as important to
improvement in education, studies shown ineffectiveness of most
courses (Cohen & Hill, 2000). Reasons cited amongst others are
courses do not motivate them (Guskey, 1986)
10. This study explored: Perceptions of teachers toward the CPD
training
11. Training Approach Blended Learning approach where teachers
can both learn at home and at the institute.
12. Training Framework: Kolb (1984)
13. Narrative Design To describe the CPD training that was
carried out and tell stories about the training and the
participants experiences as the training unfolds. Narrative
researchers explore an educational research problem by
understanding the experiences of an individual (Creswell, 2008).
This study looked at both the personal and social experiences of
the participants.
14. Guiding questions . How do teachers perceive the training?
2. How do teachers perceive the Blended Learning experience in
terms of satisfaction, collaboration and social presence? 3. What
are the guiding principles in an effective CPD trainings? 1
15. Methodology Teachers in the study were all from the Chinese
vernacular schools who do not have BM and English as their major
options during their training days. However, they have been
teaching English for more than five but less than 10 years in the
primary schools. This is the governments initiatives to overcome
teacher shortage in the schools. The programme is known as the
Add-Option Intervention Programme (PITO)
16. Methodology
17. Method Data were collected from three sources:
Questionnaire Reflection Action Plan
18. Method
19. Method
20. Method Teachers perceptions gathered were sorted out into
four themes that appeared during the analysis. These themes guided
our interpretations as to the practical implications to future
training sessions.
21. Analysis: Burnard (1991)
22. Perception towards the CPD training Theme Description The
transcripts from their action plan and reflection were examined and
analyzed according to Personal Development stages. All four
teachers expressed disappointments Burnards (1991) analysis with
their own command of the language. They felt insecure in their
subject knowledge. They also felt the need to read in order to
learn more new things. To change the way they teach. Over reliance
on textbooks to remain within safe routine Feels more confident to
teach English after the training. Started to do own reflection
23. Perception towards the CPD training Theme Description
Professional development Characteristics of a good language teacher
Trainer does not understand teachers problems and situations Need
to keep abreast with up-to-date knowledge and skills especially in
technology Coursework and expectations from the trainer made them
worked harder than before.
24. Perception towards the CPD training Themes Descriptions ICT
Integration Some expressed frustrations resulting from not having
sufficient practical knowledge that can help them integrate ICT
effectively in the classrooms. Most of them know the benefits of
ICT but do not know how to go about doing it. Technical support in
schools is lacking. Retrieval of resources were made so much easier
through the LMS Not all teachers in schools were provided with a
laptop.
25. Perception towards the CPD training Theme Description
Cooperation They all enjoyed and benefitted tremendously learning
and sharing from each other most of all. Even after face-to-face
hours, they were still able to keep in touch through the online
platform provided. By working with their peers, teachers identified
their strengths and weaknesses in comparison with their peers.
Importance of peer support All four agreed they had learned new
skills and knowledge, sharing of experiences and developed
problem-solving skills from each other.
26. Perception towards Blended Learning Aspect Description
Social Presence All four agreed that the computer-mediated
communication (CMC) are social forms of communication. They do not
think that the CMC messages are confidential nor impersonal. Three
agreed that it is a pleasant way to communicate and they felt it
was easy to express themselves. Only one agreed that the online
language used was easy to understand. They were all comfortable
participating in the CMC environment.
27. Perception towards Blended Learning Aspect Description
Collaboration Out of four, only two agreed that the collaborative
learning experience in the CMCS is better. Howeve,r all four agreed
that they felt part of a learning community group Only three
actively exchanged their ideas online They all agreed they learned
new skills and knowledge, and problem solving skills from each
other. They were all satisfied with the collaboration aspect on the
whole.
28. Perception towards Blended Learning Aspect Description
Satisfaction They agreed that the BL course had helped them and
they are satisfied in terms of: learning from the discussions
stimulated to do additional readings would like to take another BL
course useful learning experience encouraged participation in the
discussions put in effort to learn the CMCS highest level of
learning so far met their expectations instructor met their
expectations
29. Future CPD Courses CPD courses which focuses only on new
teaching ideas is not sufficient (Wright, 1998). Personal
involvement and choice on the part of the teachers are equally
important. They ought to be given freedom to decide what they need
in order to grow personally and professionally. Teachers need to be
treated as people first and practitioners second.
30. Future CPD Courses Start from where the teachers are in
order to enable them to make sense of the initial training
experience. Do not be overly ambitious. Give them time and space to
make sense and connections of the training processes.
31. University of Calgary in Canada (2002) says about good
professional development practices Planning, designing,
implementing and evaluating best done in collaboration. Learning
situated in authentic, challenging and multidisciplinary tasks.
Build and develop a culture of inquiry around technology for
learning-support, risk-taking and knowledge creation Teachers to
reflect on professional development and growth
32. Conclusion CPD is a process and not an event Change must be
seen as a continuous and ongoing effort Support and pressure are
essential Understand teachers attitudes and perceptions
33. Remind us of our power to change within the confines of our
classroom (not the countrys policies)