Abstract
This paper focuses on the impact of the organization of teaching approaches on the effectiveness of training for Jordanian EFL teachers. The sample for this study is drawn from all government schools in the Hashemite Kingdom of Jordan. The study uses a mixed-method approach whereby findings are triangulated throughout (in interviews, observations, and questionnaires). The study finds that most of the in-service training courses for EFL teachers are not properly organized. Moreover, taking into account different approaches, this study shows that a serious problem hinders the effectiveness of the in-service training courses.
Highlights
IntroductionArab countries experience shortcomings in developing an integrated vision for education and on how to implement its objectives (Yamani, 2006)
Neglect of education has become a serious issue in Arab countries
The combination of research methods postulates clearly that performance of Jordanian EFL teachers is affected by the different teaching approaches adopted in the in-service training courses
Summary
Arab countries experience shortcomings in developing an integrated vision for education and on how to implement its objectives (Yamani, 2006). The acquisition of English by Jordanian students is seen by the Jordanian Ministry of Education to be integral to educational and economic development. For this reason, in 1999, the teaching of English was mandated by royal decree in all Jordanian public and private schools (JMOE, 1999). In 1999, the teaching of English was mandated by royal decree in all Jordanian public and private schools (JMOE, 1999)
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