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Factors Supporting or Hindering Continuation of a Collaborative Professional Development Program for Communicative Language Teaching

descriptionPublicationkeyboard_double_arrow_right Article , Other literature type 17 Oct 2015Publisher:University of GuelphJournal:African Journal of Teacher Education, volume 4 (eissn: 1916-7822,

Authors: Ferdinand G.M. Coenders; Joke Voogt; Jules M. Pieters; Anto Arkato Gendole;

doi: 10.21083/ajote.v4i1.3056

Factors Supporting or Hindering Continuation of a Collaborative Professional Development Program for Communicative Language Teaching

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Abstract

In this study, the continued use of core elements of a collaborative professional development program (CPDP) for communicative language teaching (CLT) after program termination is reported. A cross-sectional design using quantitative and qualitative data collection was applied. Teachers, facilitators and management perceived CPDP relevant and teachers appreciated the program elements. Teachers who participated in the development and implementation sessions of CPDP tended to apply CPDP elements better than teachers who merely used CPDP elements. Teacher collaboration was limited. Facilitators and management offered little support for teachers after the termination of the CPDP. The study recommended embedding CPDP in the English language department system as an in-service professional development program.

Related Organizations

University of Amsterdam
Netherlands
University of Twente
Netherlands
Windesheim University of Applied Sciences
Netherlands
Arba Minch University
Ethiopia

Keywords

educational change, ethiopia education, program continuation, sustainability, L, english language learning, professional development, Education

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