%40تخفیف

A Scrutiny of In-service Training Programs for EFL Teachers and the Development of a Model Based on Language Teachers’ Perceptions

Name: A Scrutiny of In-service Training Programs for EFL Teachers and the Development of a Model Based on Language Teachers’ Perceptions
SKU: 14704
Price: 210000 IRR
Availability: InStock

تعداد103صفحه در فایل word

Department of English Language and Literature

MA Thesis in TEFL

A Scrutiny of In-service Training Programs for EFL Teachers and the Development of a Model Based on Language Teachers’ Perceptions

As language teachers play a pivotal role in the betterment of language education, teacher-training programs, pre-service and in-service training programs alike, have been in place to enable teachers to accomplish the important roles expected of them. However, not due attention has been paid to the effectiveness and practicality of these programs. Among those who can pass informed judgments on the effectiveness of such programs are language teachers themselves. However, their perceptions are not consistently taken into account while deciding on these programs. Accordingly, the current study aimed to scrutinize in-service training programs for EFL teachers and to develop a model which is hoped to be practical and effective. To this end, seven English teachers were interviewed. The interviews were transcribed verbatim and were subjected to qualitative content analysis. In addition, based on the results of the semi-structured interview and the related literature, an In-Service Teacher Training Programs Questionnaire (ISTTPQ) was developed by the researcher to evaluate the current in-service teacher training programs. Following the validation of the instrument through a pilot study, the questionnaire was administrated to 290 state high school teachers in Yasouj and Shiraz, who were selected through cluster sampling. The qualitative data analysis revealed that teachers were not satisfied with the current in-service training programs. They stated that these programs could not bring about any real changes in their performance and did not have any effective impact on them. Drawing on the ideas expressed by the interviewees and an extensive review of literature a questionnaire was developed which could serve as a framework for evaluating teacher training programs. In addition, the questionnaire was administered to the teachers to decide to evaluate the programs they had attended and come up with an optimum model of in-service teacher training program.

Keywords: Training, Evaluation, Teachers’ perceptions, In-service teacher training

دسته: زبان شناسی, علوم انسانی برچسب: Evaluation, In-service teacher training, Keywords: Training, Teachers’ perceptions

توضیحات

Contents Page

ACKNOWLEGMENTS………………………………………………………………………………. I

ABSTRACT ……………………………………………………………………………………………… II

TABLE OF CONTENTS……………………………………………………………………………. III

LIST OF TABLES……………………………………………………………………………………… V

LIST OF FIGURES…………………………………………………………………………………… VI

CHAPTER ONE: PRELIMINARIEE

1.1 Introduction……………………………………………………………………………………… 1

1.2 Statement of the Problem……………………………………………………………………. 5

1.3 Significance of the Study……………………………………………………………………. 6

1.4 Research Questions …………………………………………………………………………… 7

1.5. Definition of Key Terms…………………………………………………7

1.6. Organization of the thesis……………………………………………….9

CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction…………………………………………………………………………………….. 11

2.2 Teaching and Learning English …………………………………………………………. 11

2.3 The Need for Teacher Training…………………………………………………………… 12

2.4. Teacher Training Programs Scrutinized…………………………………………………… 14

2.5. Models of Teacher Training…………………………………………………………………… 14

2.5.1 Wallace’s Models……………………………………………………….14

2.5.1.1 The craft model……………………………………………………………………….. 15

2.5.1.2 The applied science model………………………………………………………… 15

2.5.1.3. The reflective model………………………………………………16

I

2.5.2. Day’s Model…………………………………………………………….17

Contents Page

2.5.2.1. The Apprentice – Expert Model……………………………………17

2.5.2.2. The Rationalist Model………………………………………………17

2.5.2.3. The Case Studies Model……………………………………………17

2.5.2.4. The Integrative Model………………………………………………17

2.5.3. Bramley’s Model………………………………………………………….18

2.6. Evaluating Educational Programs…………………………………………….18

2.6.1. Ornstein and Hunkins’ Model…………………………………………….21

Provus’s Discrepancy Evaluation Model…………………………..21
Stake’s Congruence – Contingency Model…………………………22
Stufflebeam’s Context, Input, Process, Product Model (CIPP)…….23
Judicial Approach to Evaluation……………………………………24
Eisner’s Connoisseurship Evaluation Model……………………….24
Illuminative Evaluation Model…………………………………….25
Portraiture Model…………………………………………………..25

2.7 Evaluating Teacher Training Programs……………………………………26

2.7.1 Hamblin’s Model……………………………………………………..28

2.7.2 Brinkerhoff’s Six-Stage Evaluation Model…………………………..29

2.7.3 Kirkpatrick’s Model………………………………………………….29

2.7.4 Woodward’s Model…………………………………………………..30

2.7.4.1 The evaluation of trainees: the objectives model………………30

2.7.4.2 The evaluation of trainees: the process model…………………30

2.7.4.3 The evaluation by trainees………………………………………31

2.8 Experimental Studies on In-service Training Programs………………….31

2.9 The Summary……………………………………………………………..35

CHAPTER THREE: METHOD

3.1 Introduction………………………………………………………..………37

3.2 Design of the Study…………………………………………………………37

II

3.3 Sample………………………………………………………………….…38

Contents Page

3.3.1 Sampling procedure……………………………………………………………………. 38

3.3.2 Participants……………………………………………………………………………….. 39

3.4 Instrumentation ……………………………………………………………………………….. 39

3.4.1 Teachers’ semi-structured Interviews………………………………..40

3.4.2 In-Service Teacher Training Programs Questionnaire………………..41

3.4.2.1 Development of the Questionnaire……………………………..41

3.5 Data Collection Procedure ………………………………………………………………… 41

3.6 Data Analysis Procedure …………………………………………………………………… 42

CHAPTER FOUR: RESULT AND DISCUSSION

4.1 Introduction…………………………………………………………………………………….. 43

4.2 Findings…………………………………………………………………..43

4.2.1 Findings of the Qualitative Data Collection (teachers’ interviews)…….43

4.2.1.1 Codification of the Data…………………………………………….44

4.2.1.1.1 Open Coding……………………………………………………44

4.2.1.1.2 Axial Coding……………………………………………………47

4.2.1.1.3 Selective Coding………………………………………………..48

4.2.2. Development of the ISTTPQ……………………………………………49

4.2.2.1 Development of the Questionnaire Items …………………………50

4.2.2.2 Content and Face Validity……………………………….………..50

4.2.2.3 Pilot Study…………………………………………………………51

4.2.2.4 Reliability………………………………………………………….52

4.2.2.5 Construct Validity…………………………………………………54

4.2.2.5.1 Factor Analysis…………………………………………………..54

4.2.2.6 Reassessment of Internal Consistency of the Questionnaire………60

4.2.3 Findings of the Quantitative Data Collection (Questionnaire)…………60

4.2.3.1 Demographic information of the participants……………………..60

4.2.3.2 Descriptive analysis of the data……………………………61

4.3 Teacher Development Program…………………………….……..67

III

Contents Page

4.3.1 Needs Analysis………………………………………………………….67

4.3.2 Planning…………………………………………………………………67

4.3.3 The Content of the In-service Program………………………………..68

4.3.4 The Process of the In-service Training Program……………………….69

4.3.5 Evaluation of the In-Service Training Program……………………….69

4.4 Discussion………………………………………………………………………69

CHAPTER FIVE: SUMMARY, CONCLUSION, AND IMPLICATIONS

5.1 Introduction…………………………………………………………………………………….. 74

5.2 Summary ………………………………………………………………………………………… 74

5.3 Conclusion ………………………………………………………………………………………. 74

5.4 Pedagogical Implications ………………………………………………………………….. 75

5.5 Limitations of the Study …………………………………………………………………… 75

5.6 Suggestions for Further Research ………………………………………………………. 76

REFERENCES………………………………………………………………………………………… 77

APPENDICES…………………………………………………………………………………………. 86

IV

List of Tables

Contents Page

Table 2.1 Provus’s Discrepancy Evaluation Model………………………………….21

Table 3.1 Demographic Information of the participants…………………………………….. 39

Table 4.1 Item-total Statistics………………………………………………………..53

Table 4.2 Item-total Statistics………………………………………………………..53

Table 4.3 Reliability Analysis of the ISTTPQ……………………………………….54

Table 4.4 KMO and Bartlett’s Test………………………………………………….55

Table 4.5 Total Variance Explained for ISTTPQ……………………………………55

Table 4.6 Rotated Component Matrix of the ISTTPQ……………………………….56

Table 4.7 The Summary Table of Items Belonging to Each Factor………………….59

Table 4.8 Reliability Analysis of ISTTPQ…………………………………………..60

Table 4.9 Percentage, Mean, and Sig. in Factor 1of the analysis……………………..61

Table 4.10 Percentage, Mean, and Sig. in Factor 2 of the analysis……………………..63

Table 4.11 Percentage, Mean, and Sig. in Factor 3 of the analysis………………………64

Table 4.12 Percentage, Mean, and Sig. in Factor 4 of the analysis………………….65

Table 4.13 Percentage, Mean, and Sig. in Factor 5 of the analysis………………………. 65

Table 4.14 Percentage, Mean, and Sig. in Factor 6 of the analysis………………….66

Table 4.15 Percentage, Mean, and Sig. in Factor 7 of the analysis………………….66

V

List of Figures

Contents Page

Figure 2.1The craft model of professional education………………………………………… 15

Figure 2.2 Applied science model…………………………………………………………………… 15

Figure 2.3 Reflective model…………………………………………………………16

Figure 2.4The difference between Formative and Summative evaluation………….20

Figure 2.5 Provus’s Discrepancy Evaluation Model………………………………..22

Figure 2.6 Stake’s Congruence – Contingency Model………………………………23

Figure 2.7 Stufflebeam’s Context, Input, Process, Product Model…………………24

Figure 2.8 Expressions of levels used in training evaluation models

by different authors…………………………………………………….……………28

Figure 2.9 The Six-Stage Model as a Cycle…………………………….…………..29

Figure 2.10 Comparison of terms used in different training

program evaluation Models…………………………………………………………31

Figure 4.1 Categories and Subcategories emerging from the Content Analysis……49

A Scrutiny of In-service Training Programs for EFL Teachers and the Development of a Model Based on Language Teachers’ Perceptions

تعداد103صفحه در فایل word

Department of English Language and Literature

MA Thesis in TEFL

A Scrutiny of In-service Training Programs for EFL Teachers and the Development of a Model Based on Language Teachers’ Perceptions

Keywords: Training, Evaluation, Teachers’ perceptions, In-service teacher training

Table of Contents

Contents Page

ACKNOWLEGMENTS………………………………………………………………………………. I

ABSTRACT ……………………………………………………………………………………………… II

TABLE OF CONTENTS……………………………………………………………………………. III

LIST OF TABLES……………………………………………………………………………………… V

LIST OF FIGURES…………………………………………………………………………………… VI

CHAPTER ONE: PRELIMINARIEE

1.1 Introduction……………………………………………………………………………………… 1

1.2 Statement of the Problem……………………………………………………………………. 5

1.3 Significance of the Study……………………………………………………………………. 6

1.4 Research Questions …………………………………………………………………………… 7

1.5. Definition of Key Terms…………………………………………………7

1.6. Organization of the thesis……………………………………………….9

CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction…………………………………………………………………………………….. 11

2.2 Teaching and Learning English …………………………………………………………. 11

2.3 The Need for Teacher Training…………………………………………………………… 12

2.4. Teacher Training Programs Scrutinized…………………………………………………… 14

2.5. Models of Teacher Training…………………………………………………………………… 14

2.5.1 Wallace’s Models……………………………………………………….14

2.5.1.1 The craft model……………………………………………………………………….. 15

2.5.1.2 The applied science model………………………………………………………… 15

2.5.1.3. The reflective model………………………………………………16

I

2.5.2. Day’s Model…………………………………………………………….17

Contents Page

2.5.2.1. The Apprentice – Expert Model……………………………………17

2.5.2.2. The Rationalist Model………………………………………………17

2.5.2.3. The Case Studies Model……………………………………………17

2.5.2.4. The Integrative Model………………………………………………17

2.5.3. Bramley’s Model………………………………………………………….18

2.6. Evaluating Educational Programs…………………………………………….18

2.6.1. Ornstein and Hunkins’ Model…………………………………………….21

Provus’s Discrepancy Evaluation Model…………………………..21

Stake’s Congruence – Contingency Model…………………………22

Stufflebeam’s Context, Input, Process, Product Model (CIPP)…….23

Judicial Approach to Evaluation……………………………………24

Eisner’s Connoisseurship Evaluation Model……………………….24

Illuminative Evaluation Model…………………………………….25

Portraiture Model…………………………………………………..25

2.7 Evaluating Teacher Training Programs……………………………………26

2.7.1 Hamblin’s Model……………………………………………………..28

2.7.2 Brinkerhoff’s Six-Stage Evaluation Model…………………………..29

2.7.3 Kirkpatrick’s Model………………………………………………….29

2.7.4 Woodward’s Model…………………………………………………..30

2.7.4.1 The evaluation of trainees: the objectives model………………30

2.7.4.2 The evaluation of trainees: the process model…………………30

2.7.4.3 The evaluation by trainees………………………………………31

2.8 Experimental Studies on In-service Training Programs………………….31

2.9 The Summary……………………………………………………………..35

CHAPTER THREE: METHOD

3.1 Introduction………………………………………………………..………37

3.2 Design of the Study…………………………………………………………37

II

3.3 Sample………………………………………………………………….…38

Contents Page

3.3.1 Sampling procedure……………………………………………………………………. 38

3.3.2 Participants……………………………………………………………………………….. 39

3.4 Instrumentation ……………………………………………………………………………….. 39

3.4.1 Teachers’ semi-structured Interviews………………………………..40

3.4.2 In-Service Teacher Training Programs Questionnaire………………..41

3.4.2.1 Development of the Questionnaire……………………………..41

3.5 Data Collection Procedure ………………………………………………………………… 41

3.6 Data Analysis Procedure …………………………………………………………………… 42

CHAPTER FOUR: RESULT AND DISCUSSION

4.1 Introduction…………………………………………………………………………………….. 43

4.2 Findings…………………………………………………………………..43

4.2.1 Findings of the Qualitative Data Collection (teachers’ interviews)…….43

4.2.1.1 Codification of the Data…………………………………………….44

4.2.1.1.1 Open Coding……………………………………………………44

4.2.1.1.2 Axial Coding……………………………………………………47

4.2.1.1.3 Selective Coding………………………………………………..48

4.2.2. Development of the ISTTPQ……………………………………………49