Strategies of Professional Development for EFL and Technology Teachers

Mohamed Soliman Abou Shoqair; Sumer Salman Abou Shaaban

doi:doi:10.11648/j.edu.20130206.17

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Strategies of Professional Development for EFL and Technology Teachers

Mohamed Soliman Abou Shoqair, Sumer Salman Abou Shaaban

Published in Education Journal (Volume 2, Issue 6)

Received: 13 November 2013 Published: 20 December 2013

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Abstract

This research aims at showing the most common strategies of professional development for EFL and technology teachers and revealing if the specialty, gender and academic levels affect adaptation of these strategies. The descriptive analytical method was followed in this research. A questionnaire including a list of (20) strategies of professional development was prepared. All EFL and technology teachers in the Gaza Strip governmental schools completed the questionnaire which consisted of (675) teachers. Frequencies, means, standard deviation, percentage, T- test and One Way ANOVA were used to analyse the data statistically. The results revealed that: Conducting action research continually, using social networks (Twitter, Facebook, and others) in exchanging viewpoints and experiences, and participating in educational e-forums were the most common strategies because they recorded high percentages of teachers' responses.

Published in	Education Journal (Volume 2, Issue 6)
DOI	10.11648/j.edu.20130206.17
Page(s)	249-255
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2013. Published by Science Publishing Group

Keywords

Strategies, Professional Development, EFL Teachers, Technology Teachers

References

[1]	Atwan, A. and Al-Faleet, G. (2010) The Reality of Self Professional Development and its Obstacles among Technology Teachers in Gaza Governorates Schools. Educational Technology and Technological Education Conference, Al-Aqsa University, 27 – 28 October, pp 195 - 220.
[2]	Banks, F. et al (2001) Teacher early Professional Development: the Context. Pp 1 – 10Early Professional Development for Teachers. Frank Banks and Ann Shelton Mayes (editors) TextypeTypesetters:Cambridge.
[3]	Baran, B. &Cagiltay, K. (2006) The Turkish Online Journal of Distance Education. Turkey—DOAJTeachers' Experiences in Online Professional Development Environment, Anadolu University, Eskisehir Volume: 7 Issue: 4 pp: 110-122.
[4]	Diaz-Maggioli, G. (2004) Teacher-Centered Professional Development. ASCD: United Sates.
[5]	Granshaw, B. (2010) How Does Teacher Professional Development Support and Improve Technology Teacher Practice?. Victoria University of Wellington, Research Masters Thesis, Retrieved May 30th, 2013 from http://hdl.handle.net/10063/1582
[6]	Halim, S. M. (2008) The Effect of Using some Professional Development Strategies on Improving the Teaching Performance of English Language Student-Teacher at the Faculty of Education, Helwan University in the Light of Pre-service Teacher Standards. Unpublished Ph D, Helwan University: Faculty of Education.
[7]	Kesti, L. (2008) Suggested Conception of Self Professional Development for English Language Teachers of girls public schools Based on Realization and Contemporaneous Trends. Unpublished Dissertation, Umm Al-Qura University: Faculty of Education.
[8]	Liu, M. (2012) Discussing Teaching Videocases Online: Perspectives of Preservice and Inservice EFL Teachers in Taiwan. Computers and Education, v 59 n 1 p 120 – 133 Aug 2012.
[9]	National Staff Development Council. (2001). Standards for Staff Development (Revised Ed). Oxford, Ohio: National Staff Development Council.
[10]	De Vries, S. & van de Grif, J. (2013) Profiling Teachers' Continuing Professional Development and the Relation with their Beliefs about Learning and Teaching. Teaching and Teacher Education,. Elsevier, Volume: 33 pp: 78-89
[11]	Patricia, F. B. and Rhoton, J.(2001) Issues in Science Education: Professional Development: Planning and Design. NSTA: The United States of America. Retrieved May 30th, 2013 from http://books.google.ps/books?id=BTb52Gs8j3IC&printsec=frontcover&dq=%22professional+development%22&hl=en&sa=X&ei=rajrUeUkhpA4kZyAmAw&redir_esc=y
[12]	Rodrigues, S. (2005a) Model of Teacher Professional Development: The Partnership in Primary Science Project. Nova Science Publishers, Inc: Hauppauge.
[13]	Rodrigues, S. (2005b) Teacher Professional Development in Science Education. International Perspectives on Teacher Professional Development, Rodrigues, S. (editor) Nova Science Publishers, Inc. pp. 1- 13
[14]	Torff, B.; Sessions, D.; and Byrnes, K. (2005) Assessment of Teachers' Attitudes about Professional Development. Educational and Psychological MeasurementOctober 2005 vol. 65 no. 5 820-830. Retrieved May 30th, 2013 from http://hinari-gw.who.int/whalecomepm.sagepub.com/whalecom0/content/65/5/820

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APA Style

Mohamed Soliman Abou Shoqair, Sumer Salman Abou Shaaban. (2013). Strategies of Professional Development for EFL and Technology Teachers. Education Journal, 2(6), 249-255. https://doi.org/10.11648/j.edu.20130206.17

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ACS Style

Mohamed Soliman Abou Shoqair; Sumer Salman Abou Shaaban. Strategies of Professional Development for EFL and Technology Teachers. Educ. J. 2013, 2(6), 249-255. doi: 10.11648/j.edu.20130206.17

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AMA Style

Mohamed Soliman Abou Shoqair, Sumer Salman Abou Shaaban. Strategies of Professional Development for EFL and Technology Teachers. Educ J. 2013;2(6):249-255. doi: 10.11648/j.edu.20130206.17

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@article{10.11648/j.edu.20130206.17,
  author = {Mohamed Soliman Abou Shoqair and Sumer Salman Abou Shaaban},
  title = {Strategies of Professional Development for EFL and Technology Teachers},
  journal = {Education Journal},
  volume = {2},
  number = {6},
  pages = {249-255},
  doi = {10.11648/j.edu.20130206.17},
  url = {https://doi.org/10.11648/j.edu.20130206.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20130206.17},
  abstract = {This research aims at showing the most common strategies of professional development for EFL and technology teachers and revealing if the specialty, gender and academic levels affect adaptation of these strategies. The descriptive analytical method was followed in this research. A questionnaire including a list of (20) strategies of professional development was prepared. All EFL and technology teachers in the Gaza Strip governmental schools completed the questionnaire which consisted of (675) teachers. Frequencies, means, standard deviation, percentage, T- test and One Way ANOVA were used to analyse the data statistically. The results revealed that: Conducting action research continually, using social networks (Twitter, Facebook, and others) in exchanging viewpoints and experiences, and participating in educational e-forums were the most common strategies because they recorded high percentages of teachers' responses.},
 year = {2013}
}

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TY  - JOUR
T1  - Strategies of Professional Development for EFL and Technology Teachers
AU  - Mohamed Soliman Abou Shoqair
AU  - Sumer Salman Abou Shaaban
Y1  - 2013/12/20
PY  - 2013
N1  - https://doi.org/10.11648/j.edu.20130206.17
DO  - 10.11648/j.edu.20130206.17
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 249
EP  - 255
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20130206.17
AB  - This research aims at showing the most common strategies of professional development for EFL and technology teachers and revealing if the specialty, gender and academic levels affect adaptation of these strategies. The descriptive analytical method was followed in this research. A questionnaire including a list of (20) strategies of professional development was prepared. All EFL and technology teachers in the Gaza Strip governmental schools completed the questionnaire which consisted of (675) teachers. Frequencies, means, standard deviation, percentage, T- test and One Way ANOVA were used to analyse the data statistically. The results revealed that: Conducting action research continually, using social networks (Twitter, Facebook, and others) in exchanging viewpoints and experiences, and participating in educational e-forums were the most common strategies because they recorded high percentages of teachers' responses.
VL  - 2
IS  - 6
ER  -

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Author Information

Mohamed Soliman Abou Shoqair

College of Education, The Islamic University of Gaza (IUG), Palestine
Sumer Salman Abou Shaaban

Assistant Professor of e-Learning and TEFL, Al-Azhar University – Gaza

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APA Style

Mohamed Soliman Abou Shoqair, Sumer Salman Abou Shaaban. (2013). Strategies of Professional Development for EFL and Technology Teachers. Education Journal, 2(6), 249-255. https://doi.org/10.11648/j.edu.20130206.17

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ACS Style

Mohamed Soliman Abou Shoqair; Sumer Salman Abou Shaaban. Strategies of Professional Development for EFL and Technology Teachers. Educ. J. 2013, 2(6), 249-255. doi: 10.11648/j.edu.20130206.17

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AMA Style

Mohamed Soliman Abou Shoqair, Sumer Salman Abou Shaaban. Strategies of Professional Development for EFL and Technology Teachers. Educ J. 2013;2(6):249-255. doi: 10.11648/j.edu.20130206.17

Copy | Download

@article{10.11648/j.edu.20130206.17,
  author = {Mohamed Soliman Abou Shoqair and Sumer Salman Abou Shaaban},
  title = {Strategies of Professional Development for EFL and Technology Teachers},
  journal = {Education Journal},
  volume = {2},
  number = {6},
  pages = {249-255},
  doi = {10.11648/j.edu.20130206.17},
  url = {https://doi.org/10.11648/j.edu.20130206.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20130206.17},
  abstract = {This research aims at showing the most common strategies of professional development for EFL and technology teachers and revealing if the specialty, gender and academic levels affect adaptation of these strategies. The descriptive analytical method was followed in this research. A questionnaire including a list of (20) strategies of professional development was prepared. All EFL and technology teachers in the Gaza Strip governmental schools completed the questionnaire which consisted of (675) teachers. Frequencies, means, standard deviation, percentage, T- test and One Way ANOVA were used to analyse the data statistically. The results revealed that: Conducting action research continually, using social networks (Twitter, Facebook, and others) in exchanging viewpoints and experiences, and participating in educational e-forums were the most common strategies because they recorded high percentages of teachers' responses.},
 year = {2013}
}

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TY  - JOUR
T1  - Strategies of Professional Development for EFL and Technology Teachers
AU  - Mohamed Soliman Abou Shoqair
AU  - Sumer Salman Abou Shaaban
Y1  - 2013/12/20
PY  - 2013
N1  - https://doi.org/10.11648/j.edu.20130206.17
DO  - 10.11648/j.edu.20130206.17
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 249
EP  - 255
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20130206.17
AB  - This research aims at showing the most common strategies of professional development for EFL and technology teachers and revealing if the specialty, gender and academic levels affect adaptation of these strategies. The descriptive analytical method was followed in this research. A questionnaire including a list of (20) strategies of professional development was prepared. All EFL and technology teachers in the Gaza Strip governmental schools completed the questionnaire which consisted of (675) teachers. Frequencies, means, standard deviation, percentage, T- test and One Way ANOVA were used to analyse the data statistically. The results revealed that: Conducting action research continually, using social networks (Twitter, Facebook, and others) in exchanging viewpoints and experiences, and participating in educational e-forums were the most common strategies because they recorded high percentages of teachers' responses.
VL  - 2
IS  - 6
ER  -

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