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Freeman, Donald, Reynolds, Dudley, Toledo, Will, Abu-Tineh, Abdullah Mohammad. (1395). Who Provides Professional Development? A Study of Professional Development in Qatar. پژوهش های میوه کاری, 4(Issue 3 (Special Issue)), 5-19. doi: 10.30466/ijltr.2016.20351
Donald Freeman; Dudley Reynolds; Will Toledo; Abdullah Mohammad Hamdan Abu-Tineh. "Who Provides Professional Development? A Study of Professional Development in Qatar". پژوهش های میوه کاری, 4, Issue 3 (Special Issue), 1395, 5-19. doi: 10.30466/ijltr.2016.20351
Freeman, Donald, Reynolds, Dudley, Toledo, Will, Abu-Tineh, Abdullah Mohammad. (1395). 'Who Provides Professional Development? A Study of Professional Development in Qatar', پژوهش های میوه کاری, 4(Issue 3 (Special Issue)), pp. 5-19. doi: 10.30466/ijltr.2016.20351
Freeman, Donald, Reynolds, Dudley, Toledo, Will, Abu-Tineh, Abdullah Mohammad. Who Provides Professional Development? A Study of Professional Development in Qatar. پژوهش های میوه کاری, 1395; 4(Issue 3 (Special Issue)): 5-19. doi: 10.30466/ijltr.2016.20351

Who Provides Professional Development? A Study of Professional Development in Qatar

Iranian Journal of Language Teaching Research
مقاله 3، دوره 4، Issue 3 (Special Issue)، دی 2016، صفحه 5-19    اصل مقاله (1.3 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2016.20351
نویسندگان
Donald Freeman* 1؛ Dudley Reynolds2؛ Will Toledo1؛ Abdullah Mohammad Hamdan Abu-Tineh3
1University of Michigan, US
2Carnegie Mellon University, Qatar
3Qatar University, Qatar
چکیده
This paper argues that understanding what is offered as professional development frames what matters in English language teaching in a national education system. Analyzing these offerings articulates the values and perceptions of the work environment in which teachers live professionally. The Learning4Teaching (L4T) project is a multi-country series of national studies that examine public-sector English language teachers’ experiences of professional development. The studies document 1) the learning opportunities provided in the national context, 2) how teachers view participating in these opportunities, and 3) what they believe they take from them. Drawing on data from the first phase of the study (#1 above), this paper examines the provision of professional development to ELT teachers in the ‘independent’ (public school) sector in Qatar between 2012 and 2015. Of the 150 events offered during this period, 50% concerned teaching methodology. The university/training center sector provided the bulk of professional development (79% of events). The professional development offerings presented teachers with a view of English language teaching as: highly focused on methodological expectations and skills; driven by a set of policy priorities around managing the learning environment, assessment, and standards; in which methodological knowledge and skills are seen as the currency of a teaching identity.
کلیدواژه‌ها
foreign/second language motivation؛ changes in motivation؛ interest and involvement
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