Improving English language and literacy instruction through effective professional development: A practitioner, collaborative, reflective practice workshop in a middle school in Qatar

Abstract

Abstract This qualitative study described the impact of mandatory professional development and school-based professional development as situated learning on English language and literacy teachers' professional knowledge and instructional practices in Qatar's middle school. A hermeneutic approach was used to determine the impact of both a school-based and mandatory professional development on teachers' instructional practices. The theory guiding this study was situated learning theory (Lave & Wenger, 1991) where professional learning is seen to be context related. Constructivism, andragogy, school leadership theory and reflective inquiry were used to inform this study. The study considered whether reflection and dialogue with other practitioners contribute to effective professional learning that improves English language and literacy pedagogical content knowledge. Data collection methods included individual interviews, a focus group, document analysis and journal writing to provide insight into teacher professional development. The results revealed that both mandatory (formal) professional development and school-based development (professional learning communities as situated learning) could help teachers make changes in their thinking and practice, which might have a bearing on results. However, with a few exceptions, most teachers found mandatory professional development less helpful. The results revealed that teachers need more comprehensive formal training in English language and literacy instructional practices. They also need more opportunities to experience school-based professional development as authentic learning. They also need to collaborate in professional learning communities and specific professional development programmes to assess students' English language and literacy deficiencies. These findings were of significance to both school leaders and teachers as they sought to increase meaningful professional development aimed at improving English language and literacy instruction in their schools. The study recommended rethinking the current mandatory English language and literacy professional development components within a constructivist framework and developing a set of clear guidelines for high-quality literacy professional development to improve teachers' professional learning.