Improving ELT teacher training practices through planning, design and implementation of an ICT-supported INSET programme : an action research study in Qatar
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
Manasreh, Mohammad
L Education (General) ; P Philology. Linguistics
Improving ELT teacher training practices through planning, design and implementation of an ICT-supported INSET programme : an action research study in Qatar. 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
improving elt teacher training practice planning design_implementation ict supported inset programme action study qatar study_investigate service teacher education training inset practice qatar employ action investigative methodology attempt_improve researcher practice teacher trainer explore local inset set_investigate interventionist training programme origin personal observation local inset struggle provide effective learn opportunity teacher generally engage minimal require inset study_conduct year_period three_stage three_different cohort service teacher english_language teaching elt three_stage need analysis implementation reflection need analysis stage aim gather context information inform inset design delivery succeed stage implementation stage consist_three cycle first_cycle month inset delivery involve session comprise hours face_to_face training second cycle involve around inset event third cycle session lesson deliver allow