Abstract
This paper explores the professional development literature in the educational setting. The different literature pieces are aligned to a framework that requires effective professional development to focus on three concepts: content, context, and process. The content focuses on the “what” question in the programs while the context aims to align the content with “where” question. The third component is the focus on the process variables that professional development should follow. This paper tries to add to the English as a Foreign Language (EFL) and English as a Second Language (ESL) fields’ literature by presenting categorized overview of relevant works. The different theories include adult learning theory, functional theory, multiple intelligences, twenty-one learning styles, the Australian Government Quality Teaching Program (AGQTP) model and model of teacher change.
Highlights
Most studies in professional development in education focus on the process rather than on the content or the context (Almuhammadi, 2015)
This paper tries to add to the English as a Foreign Language (EFL) and English as a Second Language (ESL) fields’ literature by presenting categorized overview of relevant works
The content focus is on the generic knowledge that is provided in professional development programs
Summary
Most studies in professional development in education focus on the process rather than on the content or the context (Almuhammadi, 2015) This means that the focus on the best knowledge, that these programs should provide and the questions related to the environment where training and teaching takes place, are absent. This discussion and presentation of literature will explore some of the scholarly work under the three categories and concepts of context, content, and process or, as I will refer to it as CCP (Almuhammadi, 2015). There is a presentation of different literary works on ESL adults’ professional development categorized under the three components of effective professional development
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