Continuing Professional Development (CPD): Development of a New Scale to Measure EFL Teachers' CPD
محورهای موضوعی : نشریه زبان و ترجمه
Mehrdad Mohajerpour
1
(
Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran
)
حسین خدابخش زاده
2
(
Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran
)
Khalil Motallebzadeh
3
(
Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran
)
محمد علی فاطمی
4
(
Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran
)
کلید واژه: Dynamic Assessment, Professional Development, Teacher Education, Continuing Professional Development,
چکیده مقاله :
Teachers' continuing professional development (CPD) is currently an engrossing area worldwide. Nevertheless, despite the growing range of literature concentrating on certain aspects of CPD, there is a paucity of literature addressing a measurement scale to know where teachers are standing and act as a motivating role. The purpose of this study was to construct and validate a new scale for measuring EFL Teachers' CPD. This scale is considered pristine because of the added characteristics of Dynamic Assessment (DA) as another aspect of improving teachers' CPD. The present study further sought to establish the validity and reliability of the questionnaire, as well as add more value and precision to the pre-existing inventories available. Moreover, in this study, the developed scale was validated through piloting the items, and the factor analysis confirmed the five-factor questionnaire. With reference to the final results, the questionnaire was found to be reliable, having internal consistency by performing Cronbach's Alpha analysis. Cronbach's alpha of .91 indicated a high internal consistency. The CPD questionnaire was validated via exploratory factor analysis to establish a new validated scale to evaluate teachers' current level of CPD. The results are discussed in the context of language teaching, and based on that, authorities and administrators should be attentive to the results. Future studies can use a mixed-method approach to evaluate teachers’ CPD by employing a questionnaire and interviews.
توسعه حرفه ای مستمر معلمان (CPD) در حال حاضر یک منطقه جذاب در سراسر جهان است. با این وجود، علیرغم افزایش دامنه ادبیاتی که بر جنبه‌های خاصی از CPD تمرکز می‌کند، ادبیات کمی وجود دارد که به مقیاس اندازه‌گیری برای دانستن جایگاه معلمان و نقش انگیزشی عمل می‌کند. هدف از این مطالعه ساخت و اعتبارسنجی مقیاس جدیدی برای اندازه‌گیری CPD معلمان زبان انگلیسی بود. این مقیاس به دلیل ویژگی های افزوده شده ارزیابی پویا (DA) به عنوان یکی دیگر از جنبه های بهبود CPD معلمان، بکر در نظر گرفته می شود. مطالعه حاضر بیشتر به دنبال ایجاد روایی و پایایی پرسشنامه و همچنین افزودن ارزش و دقت بیشتر به موجودی های موجود از قبل بود. همچنین در این پژوهش مقیاس توسعه‌یافته از طریق پایلوت گویه‌ها اعتبارسنجی شد و تحلیل عاملی پرسشنامه پنج عاملی را تأیید کرد. با استناد به نتایج نهایی، پرسشنامه با انجام تحلیل آلفای کرونباخ پایا و دارای ثبات درونی بود. آلفای کرونباخ 0.91 نشان دهنده سازگاری درونی بالا بود. پرسشنامه CPD از طریق تحلیل عاملی اکتشافی برای ایجاد یک مقیاس معتبر جدید برای ارزیابی سطح فعلی CPD معلمان تایید شد. نتایج در زمینه آموزش زبان مورد بحث قرار می گیرد و بر این اساس مسئولان و مدیران باید به نتایج توجه داشته باشند. مطالعات آتی می‌توانند از رویکرد ترکیبی برای ارزیابی CPD معلمان با استفاده از پرسشنامه و مصاحبه استفاده کنند.
Alibakhshi, G., & Dehvari, N. (2015). EFL teachers’ perceptions of continuing professional development: A case of Iranian high school teachers. Issues in Teachers’ Professional Development, 17(2), 29–42. doi:10.15446/profile. v17n2.44374
Allen, J.M. and Nimon, K. (2007). Retrospective pretest: a practical technique for professional development evaluation. Journal of industrial teacher education, 44 (3), 27–42.
Allwright, D. (2005). Developing principles for practitioner research: The case of exploratory practice. The Modern Language Journal, 89(3), 353–366.doi:10.1111/j.1540-4781.2005. 00310.x
Babbie, E. (2001). The practice of social research. Belmont, CA: Wadsworth/Thomson.
Bailey, K. M., Curtis, A., & Nunan, D. (2001). Pursuing professional development: The self as source. Boston, MA: Heinle & Heinle.
Blanton, M. L., Westbrook, S., & Carter, G. (2005). Using valsiner’s zone theory to interpret teaching practices in mathematics and science Classrooms. Journal of Mathematics Teacher Education, 8, 5–33.
Breen, M. P., Hird, B., Milton, M., Oliver, R., & Thwaite, A. (2001). Making sense of language teaching teachers’ principles and classroom practices. Applied Linguistics, 22, 470–501. https://doi.org/10.1093/applin/22.4.470
Byrne, B. M. (2006). Structural equation modeling with EQS: Basic concepts, applications and programming (2nd ed.). Mahwah, NJ: Erlbaum.
Cheetham, G., & Chivers, G. (2001). How professionals learn in practice: an investigation of informal learning amongst people working in professions. Journal of European Industrial Training, 25(5), 248-292.
Cordingley, P., Bell, M., Thomason, S., & Firth, A. (2005). The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning? In: Research evidence in education library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London Available at http://eppi.ioe.ac.uk/EPPI/Evidence/EPPI_reviews/CPD/Review2/cpd_rv2.pdf. Accessed 19.11.12.
Davin, K. J., Herazo, J. D., & Sagre, A. (2017). Learning to mediate: Teacher appropriation of dynamic assessment. Language Teaching Research, 21(5), 632-651.
Day, C. (1999). Developing Teachers: the challenges of lifelong learning. London: Falmer Press.
Day, C., & Sachs, J. (2004). International handbook on the continuing professional development of teachers, Open University Press, Maidenhead.
DeVellis, R. F. (1991). Scale development: Theory and application. Newbury Park, CA: Sage.
de Vries, S., Jansen, E. P., & van de Grift, W. J. (2013). Profiling teachers' continuing professional development and the relation with their beliefs about learning and teaching. Teaching and teacher education, 33, 78-89.
Dooly, M., & Sadler, R. (2013). Filling in the gaps: Linking theory and practice through telecollaboration in teacher education. ReCALL, 25, 4–29. https://doi.org/10.1017/S0958344012000237
DuFour, R. (2005). What is a professional learning community? In R. DuFour, R. Eaker, & R. DuFour (Eds.), On common ground: The power of professional learning communities (pp. 31–43). Bloomington, IN: National Educational Service.
Eraut, M. (1994). Developing Professional Knowledge and Competence. London: Falmer Press.
Eun, B. (2008). Making connections: Grounding professional development in the developmental theories of
14 Continuing Professional Development (CPD): Development …
…
…
…
Vygotsky. The teacher educator, 43(2), 134-155.
Farrell, T. S. C. (2008). Here’s the book, go teach the class: ELT practicum support. RELC Journal, 39, 226–241. https://doi.org/10.1177/0033688208092186
Geng, G., Smith, P., & Black, P. (Eds.). (2016). The challenge of teaching: Through the eyes of pre-service teachers. Singapore: Springer. Glossary of educational Reform (2017). Retrieved from http://edglossary.org/professional-development/
Gong, L. (2008). The investigation of the influences of EFL teachers’ pedagogical principles on their decision-making (Unpublished MA thesis). Chongqing: Southwest University.
Guskey, T.R.(2002). Does it make a difference? evaluating professional development. Educational leadership, 59 (6), 45–51.
Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: Theory and Practice, 6(2), 151-182.
Jiang, Y. (2016). A study on professional development of teachers of English as a foreign language in institutions of higher education in Western China. Berlin Heidelberg: Springer.
Jiang, Y. (2017). A study on professional development of teachers of English as a foreign language in institutions of higher education in Western China. Germany: Springer.
Khanjani, A., Vahdany, F., & Jafarigohar, M. (2016). The EFL Pre-Service Teacher Training in Iran: Is it Adequate or not?. Iranian Journal of English for Academic Purposes, 5(1), 133-155.
Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and teacher education, 22(8), 1020-1041.
Levine, T. H., & Marcus, A. S. (2010). How the structure and focus of teachers’ collaborative activities facilitate and constrain teacher learning. Teaching and Teacher Education, 26, 389-398.
Mckay, S. L. (2005). Researching second language classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
Mizell, H. (2010). Why professional development matters. United States of America: Learning Forward, Retrieved from:www.learningforward.org/advancing/whypdmatters.cfm
Motallebzadeh, K. H., Hosseinnia, M., & Domskey, G. H. J. (2016). Peer observation: A key factor to improve Iranian EFL teachers’ professional development. Cogent Education, 4, 1–12.
Netemeyer, R. G., Bearden, W. O., & Sharma, S. (2003). Scaling procedures: Issues and applications. Thousand Oaks, CA: Sage.
Nunan, D. (1992). The teacher as decision-maker. In J. Flowerdew, M. Brock, & S. Hsia (Eds.), Perspectives on second language teacher education (pp. 135–165). Hong Kong: City University of Hong Kong.
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376e407.
Peacock, M. (2009). The evaluation of foreign-language-teacher education programmes. Language Teaching Research, 13(3), 259-278.
Pedder, D. and Opfer, V.D., 2010. Planning and organization of teachers’ continuous professional development in schools in England. The curriculum journal, 21, 433–452.
Pett, M. A., Lackey, N. R., & Sullivan, J. L. (2003). Making sense of factor analysis: The use of factor analysis for instrument development in health care research. Thousand Oaks, CA Sage.
Ravandpour, A. (2019). The relationship between EFL teachers’ continuing professional development and their self-efficacy: A structural equation modeling approach. Cogent Psychology, 6(1), 1568068.
Reinard, J. C. (2001). Introduction to communication research. Boston: McGraw-Hill.
Journal of Language and Translation, Volume 13, Number 3, 2023 15
REZAEE, A. A., & Ghanbarpour, M. (2016). The status quo of teacher-training courses in the Iranian EFL context: A focus on models of professional education and dynamic assessment. International Journal for 21st Century Education, 3(Special), 89-120.
Schön, D. A. (1983). The reflective practitioner. Aldershot: Arena.
Schraw, G. (1998). On the development of adult metacognition. In M. C. Smith, & T. Pourchot (Eds.), Adult learning and development (pp. 89-106). Mahwah/ London: Lawrence Erlbaum.
Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's zone of proximal development: Instructional implications and teachers' professional development. English language teaching, 3(4), 237-248.
Shabani, K. (2012). Teacher's professional development from Vygotskian optique. Advances in language and literary studies, 3(2), 101-120.
Shabani, K. (2016). Applications of Vygotsky’s sociocultural approach for teachers’ professional development. Cogent education, 3(1), 1252177.
Spector, P. E. (1992). Summated rating scale construction. Newbury Park, CA: Sage.
Tabatabaee Yazdi, M., Motallebzadeh, K. H., Ashraf, H., & Baghaei, P. (2017). A latent variable analysis of continuing professional development constructs using PLS-SEM modeling. Cogent Education, 4, 1–15.
Tanghe, S., & Park, G. (2016). “Build[ing] something which alone we could not have done”: International collaborative teaching and learning in language teacher education. System, 57, 1–13. https://doi.org/10.1016/j.system.2016.01.002
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development. Wellington, New Zealand: Ministry of Education.
Verloop, N. (2003). De leraar [The teacher]. In N. Verloop, & J. Lowyck (Eds.), Onderwijskunde. Een kennisbasis voor professionals [Science of teaching. A knowledge base for professionals] (pp. 195e228). Groningen: Wolters-Noordhoff.
Waniganayake, M., Harrison, L., Cheeseman, S., De Gioia, K., Burgess, C., & Press, F. (2008). Practice Potentials: Impact of participation in professional development and support on quality outcomes for children in childcare centres, Professional Support Coordinators Alliance, Access Macquarie and Department of Education, Employment and Workplace Relations, Canberra.
Wenger, E. (2007). Communities of practice: A brief introduction. Retrieved January 14, 2009, from http:// www. ewenger. Com theory/
Westheimer, J. (2008). Learning among colleagues: teacher community and the shared enterprise of education. In M. Cochran-Smith (Ed.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 756-783). New York, NY: Routledge, Taylor & Francis Group and the Association of Teacher Educators.
Yanping, P., & Jie, W. (2009). Research on reflective teaching and professional development of English teachers. In Proceedings of the 2009 IEEE International Conference on Systems, Man, and Cybernetics San Antonio, TX.
Zuheer, K. 2013. Developing EFL Teachers' Performance at Sana'a Secondary Schools in the Light of their Professional and Specialist Needs. Dissertation, Institute of Educational Studies Curriculum & Instruction Department, Cairo University.
