Abstract
Teacher continuous professional development (CPD) is perceived as a significant way of improving schools, increasing teacher quality, and enhancing student learning (Vangrieken et al., 2017; Day, 1999). Therefore, educational scholars and policy makers demand CPD opportunities for teachers to help them enhance their knowledge and develop new instructional practices. However, the effectiveness of CPD initiatives and the impact they have on teaching and learning is questionable as reported by many research studies both locally in Oman and internationally (e.g. Al-Balushi, 2017; Antoniou & Kyriakides, 2013). This paper reports the findings of a study, which critically examined the effectiveness of the CPD activities run by the Ministry of Education-Oman for TESOL teachers and the impact of these activities in improving schools, increasing teacher quality and improving the quality of student learning. Data were collected using questionnaires, observations, semi structured and focus-group interview with EFL teachers in Oman. The findings revealed that a number of factors affect English teachers’ CPD in Oman; some of these factors facilitate teachers access to CPD and its’ success while others inhibit that. The data indicates that CPD timing and location can facilitate teachers’ access to CPD while workload and family responsibilities are key inhibitors to CPD access. The findings further showed that suitability and relevance of CPD activity in terms of the topics presented in it and the ideas discussed was reported as an important factor to effective CPD whereas CPD done by unqualified teacher educators can hinder the success of CPD. The study further indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The findings suggest that the role of teachers themselves in the provision of CPD is significant; the way teachers are currently marginalized and seen as grateful recipients of CPD do not provide the conditions for intelligent and responsive teaching profession
Highlights
Educational reform movements in Oman and around the world are setting ambitious goals for students’ learning
This paper reports the findings of a study, which critically examined the effectiveness of the continuing professional development (CPD) activities run by the Ministry of Education-Oman for TESOL teachers and the impact of these activities in improving schools, increasing teacher quality and improving the quality of student learning
The findings revealed that a number of factors affect English teachers’ CPD in Oman; some of these factors facilitate teachers access to CPD and its’ success while others inhibit that
Summary
Educational reform movements in Oman and around the world are setting ambitious goals for students’ learning. In the Sultanate of Oman, the situation is no better than the international context despite the huge amount of money spent each year on the in-service education and training of teachers (here after INSET) and other forms of CPD for teachers. This has been reflected in a number of local research studies conducted in Oman questioning the real impact of some offered INSET courses on the classroom practices of teachers (for example, Al-Balushi, 2009).
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