Reflective practice Building good relationships with students 5. What opportunities exist CPD in schools for teachers to develop In-service training opportunities professionally in schools? Use of competitions for teachers Organised visits to English speaking countries 6. From the teachers’ Self-directed professional development perspective, what role does Teacher engagement with inservice-training self-directed professional Setting of own professional development development play in the Teachers’ willingness to manage constraints teaching of the English Teachers taking responsibility. language? 5.8 A summary of data about the three schools The three schools in my study presented some similarities as well as differences in the way they organized and implemented the teaching and learning of English language. The table 5 below summary the main features of each participating school. Table 5: Information about the schools School A B C Type of school Private school; Public school; Public school; established in 1995; established in 1954; established in 2000; Comprehensive Comprehensive Comprehensive school school school Average class size 40-50 students/class 40-50 students/class 40-50 students/class Teacher experience All three teachers Teacher experience Work experience for had more than 10 ranged between 15 to the three teachers years teaching 20 years ranged between less experience ranging than 1 to 5 years between 12 and 22 years Teaching methods Communicative Task Learning Guidance Case Study Language Teaching; Traditional Grammatical approach Preparing and design Standard lesson Standard lesson Standard lesson of lessons structure used. structure. structure. Planning done Collaborative Collaborative collaboratively.
Reflective practice Building good relationships with students 5. What opportunities exist for teachers to develop professionally in schools? CPD in schools In-service training opportunities Use of competitions for teachers Organised visits to English speaking countries 6. From the teachers’ perspective, what role does self-directed professional development play in the teaching of the English language? Self-directed professional development Teacher engagement with inservice-training Setting of own professional development Teachers’ willingness to manage constraints Teachers taking responsibility. 5.8 A summary of data about the three schools The three schools in my study presented some similarities as well as differences in the way they organized and implemented the teaching and learning of English language. The table 5 below summary the main features of each participating school. Table 5: Information about the schools School A B C Type of school Private school; established in 1995; Comprehensive school Public school; established in 1954; Comprehensive school Public school; established in 2000; Comprehensive school Average class size 40-50 students/class 40-50 students/class 40-50 students/class Teacher experience All three teachers had more than 10 years teaching experience ranging between 12 and 22 years Teacher experience ranged between 15 to 20 years Work experience for the three teachers ranged between less than 1 to 5 years Teaching methods Communicative Language Teaching; Traditional Grammatical approach Task Learning Guidance Case Study Preparing and design of lessons Standard lesson structure used. Planning done collaboratively. Standard lesson structure. Collaborative Standard lesson structure. Collaborative
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