Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.787299
Title: Improving ELT teacher training practices through planning, design and implementation of an ICT-supported INSET programme : an action research study in Qatar
Author: Manasreh, Mohammad
ISNI:       0000 0004 7972 4190
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2018
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Abstract:
This study investigates in-service teacher education and training (INSET) practices in Qatar, and employs action research (AR) as an investigative methodology. It is an attempt to improve the researcher's practice as a teacher trainer by exploring the local INSET setting and investigating an interventionist training programme. It had its origins in personal observation that local INSET is struggling to provide effective learning opportunities to teachers who generally engage in the minimal required INSET. This study was conducted over a five-year period in three stages, with three different cohorts of in-service teachers of English language teaching (ELT). The three stages were needs analysis, implementation and reflection. The needs analysis stage aimed at gathering context information to inform the INSET design and delivery in the succeeding stages. The implementation stage consisted of three AR cycles. In the first cycle, the three-month INSET delivery involved 12 sessions, comprising 48 hours of face-to-face training. The second cycle involved around 25 INSET events for over one and a half months. In the third cycle, each of the three sessions and a demo lesson was delivered every other two weeks to allow for training input implementation and online collective discussion by trainees. The quantitative and qualitative data were collected by means of multiple methods. Quantitative data were statistically analysed while qualitative data were thematically analysed. The findings of the study provided insights on the teachers' attitudes towards INSET, main challenges, perceived success factors, preferred training themes, engagement, and trainer role. This study contributes to understandings of INSET in the Qatari context. It was conducted at a time of major reforms where INSET is seen as one of the main tools to address policy makers' concerns about the educational system. Albeit, minimal academic research has been conducted on the effectiveness of the teacher training programmes offered to TESOL practitioners in Qatar. The findings provide ways to improve INSET, shed light on how the role of a trainer can contribute to its success, explain why teachers in Qatar may not be motivated to take part in INSET, and propose a framework for INSET design and delivery in the Qatari and other ELT contexts.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.787299  DOI: Not available
Keywords: L Education (General) ; P Philology. Linguistics
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