Abstract
EFL TEACHERS' CPD EXPERIENCES: PERSPECTIVES FROM OMAN.
Highlights
In a recent study of the effectiveness of a particular approach to assisting individual university lecturers to improve their teaching (Devlin, 2007), it was necessary to attempt to measure teaching effectiveness in order to determine to what extent the approach used was successful in bringing about the desired improvement
The study indicated that there is some merit in the particular approach to individual teaching development it employed
The targeted outcome in this case was an improvement in the teaching of the intervention group participants through the use of a particular individual teaching development program
Summary
Using a recent study that examined the effectiveness of a particular approach to improving individual university teaching as a case study, this paper examines some of the challenges inherent in educational research, research examining the effects of interventions to improve teaching. Using this study as a basis for discussion, this current paper examines some of the issues inherent in educational research that seeks to determine the impact and/or effectiveness of interventions to improve teaching and learning. Matters related to the analysis of statistical results, aspects of the research design that may have affected the results and methodological rigour are discussed, among other research-related issues The implications for those involved in examining the effects of efforts to improve university teaching are outlined. While these are not detailed here, it is noted that, “Educational constructs, like those in other social sciences, are...complex, consisting of an array of contextual factors which can interact with each other and the variables under study” (Kember, 2003, p.94). A control group was employed to take into account the impacts of the national and local reforms that were occurring at the time the study was conducted
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