Professional development of teachers of English as a foreign language in Bahrain : with particular reference to in-service provision for secondary school teachers
The notion that an effective teacher is more likely to be able to bring about effective learning has led the writer of this thesis to investigate the characteristics of 'the effective' teacher and how they can be enhanced by means of INSET arrangements. It is assumed that these arrangements have to take care of the development of not only the personal qualities, professional awareness and pedagogical abilities of the teachers, but have also to take into account the learners, the curriculum and the learning context which are necessary for any teaching-learning process. It is suggested that these arrangements can be delivered through an eclectic approach which consists of, e.g. reading programmes, discussions, classroom visits, formal long-term and short-term courses as well as self and colleague evaluation. It is argued that in order to be fully aware of their rights, duties and commitments to their profession, teachers have to be involved in curriculum development, syllabus design and material selection. It is suggested that teachers are encouraged to consider that INSET provision is a continuous process of professional development of both successful and unsuccessful teachers. It has been recommended that teachers' morale and self-esteem have to be raised by granting them the support and respect which they appear to need in order to maintain positive attitudes towards their profession, their pupils and towards INSET. Recommendations are also made for the improvement of INSET provision in Bahrain and the organisation of an administrative system to ensure that such improvement takes place.