Professional Development Training Research Articles

Physics Education for Special Needs Students: A Descriptive Analysis

This essay examines the difficulties and possibilities involved in teaching physics to students with special needs. It talks about how important it is for physics courses to use inclusive pedagogies and teaching practices that are designed to meet the different needs of their students. The study looks at different strategies for modifying physics curricula, instructional strategies, and assessment procedures to fit the needs of students with special needs. It does this by reviewing relevant literature and doing empirical research. It draws attention to how important collaborative learning settings, assistive technology, and customized instruction are to ensuring that all students have equitable access to physics education. The report also addresses how professional development and teacher training might improve teachers' ability to successfully support students with exceptional needs. It highlights how crucial it is to promote policies and cultivate an inclusive culture across physics education communities. This study attempts to provide guidance and insights for educators, policymakers, and stakeholders trying to establish inclusive and supportive learning environments for children with special needs in physics education by combining current research and best practices. It emphasizes how important it is to acknowledge and recognize each learner's unique talents and abilities in order to support their engagement, success, and mastery of physics.

Implementing quality assurance in tertiary-level colleges in Bangladesh: readiness and leadership support

Bangladesh’s college sector is in crisis. Poor governance and leadership, staff and student quality, inadequate resources and a weak accountability and monitoring system are among the many challenges. In 2017, the Government of Bangladesh established large-scale Continuing Professional Development (CPD) training for leaders, teachers and policymakers from the National University affiliated colleges to build capacity and improve the overall quality of teaching and learning. This mixed-method study uses Holt’s Readiness Instrument and Focus Group Discussions to identify participant readiness and leadership support in implementing quality assurance activities in these colleges. The study shows that CPD participants are generally more ready to implement quality assurance activities than non-participants. However, the study indicates a lack of leadership support for implementing quality assurance activities in the colleges. The article concludes that, irrespective of participant readiness, committed senior leaders are critical for success and improving institutional readiness to implement quality assurance activities.

Mandarin/English dual language immersion teachers’ understanding of translanguaging pedagogy

Translanguaging pedagogy has gained wide recognition in the field of education as an effective approach to educate emerging bilinguals. This study examines how bilingual teachers understand and adopt this approach in Mandarin/English dual language immersion programs. Four elementary school teachers employed at three different Mandarin/English dual language immersion programs in California were interviewed in-depth about their perspectives on the use of translanguaging pedagogy and their translanguaging stance in their instruction. Guided by the constructs in the Translanguaging Allocation Policy model (Sánchez et al., 2018), the analysis revealed that teachers held an incomplete understanding of translanguaging pedagogy, largely due to a lack of understanding of the theoretical basis upon which translanguaging practices are built in varying teaching contexts. Thus, the teachers mostly resorted to translations as one of their main translanguaging pedagogical practices and saw it as a means to bridge understanding across two languages. In order to support the accessibility of translanguaging pedagogy to a broader range of practitioners, recommendations for professional development and teacher training as well as suggestions for the Translanguaging Allocation Policy model (Sánchez et al., 2018) are provided.

Professional development training can help teachers to build resistance against teaching associated stress

Professional development training can help teachers to build resistance against teaching associated stress

UNRAVELLING THE FACTORS THAT IMPEDE STUDENTS’ ENGLISH LANGUAGE LEARNING: FROM TEACHERS’ VIEWPOINT

Students’ effective learning and course learning outcomes (CLOs) are of constant concern for teachers, students, parents, and institutions, regardless of academic levels and contexts. To this end, teachers employ varied techniques and methods in soliciting the expected learning outcomes and students’ academic skill developments, but very often some factors are found to be liable and barriers to the success of this mission. Behind such a teaching and learning perspective, this paper attempts to explore the factors that impede students’ English language learning (ELL) and CLOs at Jazan University, Saudi Arabia, with the intent of finding new vantage points that augment students’ effective learning outcomes. To this end, the present study devised a survey questionnaire for teachers (Appendix 1) to collect data and observations to determine the ground reality of the issue undertaken for this study. The population participants were 25 EFL teachers. The collected data were analyzed qualitatively. Finally, the analytical result of this paper unveils that teachers should drive “needs analysis” to diagnose the learners’ lack of motivation, TBLT practice in the classroom, and their training for techno-pedagogical professional skill development. It also reveals some other implications and effective recommendations for making a learnercentric EFL teaching and learning curriculum. The findings of this paper contribute to the fields of ELT, TEFL, learning outcomes, curriculum design, pragmatics, and ELL paradigms.

Ambulatory pediatricians: how to bridge the gaps in diagnosis and care coordination for neurodevelopmental disorders in France.

The organization of healthcare pathways for neurodevelopmental disorders (NDD) relies on different levels of expertise depending on the complexity of these disorders. NDDs affect between 8% and 15% of children. Historically, national recommendations and healthcare planning measures were initially devoted to autism spectrum disorders and were gradually extended to Attention deficit hyperactivity disorder (ADHD) and specific learning and development disorders. Private doctors play an increasing role in these pathways at different levels of care due to difficulties in organization, particularly in the health and social sector. The aim of this work was to evaluate the contribution of second-line private doctors in the diagnosis and care of children affected by NDD. A first series of surveys in 2016 evaluated the level of commitment of primary care pediatricians; this online national survey was repeated in 2023 among 1,430 members of the French Association of Ambulatory Pediatrics (Association Française de Pédiatrie Ambulatoire: AFPA) to assess their training, current and future involvement, and activity in NDD care. Analysis was performed by the main author using Epi-Info software. The study identified in 2023 214 second-line private doctors (14% of all pediatricians in activity), of which 185 agreed to appear in a directory published the same year by the AFPA to facilitate referrals from other professionals. Sex ratio of responders is usual for paediatricians: 79.5%/20.5% (F/M), with a distribution among ages showing a slight increase of the age range between age 51-60 (30.5%). Our data indicate that in France in 2022, second-line private doctors made 48%-53% of NDD diagnoses, 24%-26.4% of follow-up consultations and declare to be accountable for 21% of initial prescriptions for Methylphenidate. Among these second-line doctors, 40% had completed a post-university degree on NDD, 74.3% had completed professional development training (PDT) and 85.2% had completed either or both types of training. Most doctors participating in the survey wanted to improve their level of practice, suggesting that in five years, the number of second-line private doctors will increase by 20% to 244 despite 24 planned retirements within the same period. This data probably underestimates the role of private doctors in NDD diagnosis, follow-up, and initial Methylphenidate prescriptions given the unfavourable working conditions (no financial compensation for long appointments, difficulty accessing paramedical and psychological assessments). Our data confirms that diagnosis and care coordination in the various presentations of NDD may rely on different types of practices and specializations: medical and social professionals, mental health professionals, but also a growing body of medical doctors involved in developmental and behavioural pediatrics. This data and reflection will be helpful for organizing healthcare in France or in other countries. Main study limitation relies in the self-declaration of MD's involvement in NDD and could not evaluate the activity of employed MD's from the social and medico social sector, nor be based on the national databases for prescription. It remains however the first attempt of characterization of medical activity at the national level in France for NDD.

Improving Recess through Collaboration: Exploring the Facilitators and Barriers to Sustaining Positive Playground Behavior.

School recess quality is vital to children's social and emotional skill development. However, there is a research-to-practice gap where academic findings are ineffectively translated back to schools. The aims of this study were to examine how a co-designed intervention would impact negative behaviors observed during recess and to explore the facilitators and barriers to recess implementation over the course of a school year. Utilizing a research-practice partnership, the authors collaborated with staff at an elementary school to design, implement, and assess an intervention focused on improving recess quality. The intervention offered training in research-supported recess practices through professional development training and teaching students transitions and games. The school's recess behavioral report log of negative playground behaviors across the academic year and notes from recess staff meetings were analyzed. Quantitative results pointed to a stable decrease in negative playground behaviors post-intervention compared to pre-intervention. Qualitative analyses suggest school leadership and practitioners should focus on "reculturing" recess prior to making structural changes, and empowering recess staff to sustain change. Prior to considering interventions at recess, there is a need to assess both school and recess culture. In doing so, reculturing around the importance of recess during the school day and the roles of adults in the process is needed to ensure the sustainability of any changes made.

A systematic review on the formative assessment practice in teaching and learning in secondary school

Formative assessment is an assessment that is conducted throughout the teaching and learning process. Therefore, teachers should play an important role in mastering the appropriate approaches to practicing formative assessment. According to previous studies, some teachers are unable to comprehend the roles of formative assessment practices in teaching and learning, which prevents them from using them effectively in the classroom. Many researchers have conducted research related to the practice of formative assessment in schools due to this issue. Therefore, this article aims to conduct a systematic literature review (SLR) on past studies related to the practice of formative assessment in teaching and learning in secondary schools. This SLR writing process has been referred to as the Preferred Reporting Items for systematic review and meta-analysis (PRISMA) writing standard. To find related articles and resources in this systematic literature review, two main databases, namely Web of Science and Scopus, were used. A total of 19 articles were extracted from 366 from 2017 to 2021, with exceptions and inclusion criteria considered. Based on the theme analysis, this SLR has three main themes: assessment diversity; assessment strategies, and student learning development. Thus, this study suggests that all compulsory levels of education understand formative assessment conceptually and its implementation comprehensively. This can be disseminated through teacher professional development training programs. It is hoped that such programs will develop teachers who are committed to integrating the concept and practice of assessment for the benefit of students in twenty-first century education.

Understanding factors affecting fundamental school teachers’ use of technology in Luxembourg through a survey study

Over the last few decades, Information and Communication Technologies (ICT) have brought about significant disruptions across nearly every industry, including education. Acknowledging the power of the digital revolution to make a positive change, educational policy makers in Luxembourg have made efforts to translate these trends into policies leveraging the potential of technologies while also tackling the challenges they present. However, these efforts and their impact on teacher ICT integration behaviors in Luxembourg are rather underexplored. The aim of the study was to examine and understand factors associated with efficient educational technology practices. The study data were collected through an online survey of 159 teachers and analyzed through a mixed-method approach, including regression and correlation analyses. Findings shed light on the connections between professional use of ICT and a set of interrelated factors such as (a) teacher attitudes followed by (b) subjective norms, (c) teacher self-efficacy beliefs, (d) facilitating conditions, (e) teacher value beliefs, and (f) fundamental pedagogical beliefs. The study also revealed possible deterrents and challenges of ICT integration in Luxembourgish fundamental schools, including gaps between teacher ICT competencies and advanced ICT uses, class management issues, and developed suggestions for professional development training to ensure efficient and advanced ICT uses in the classroom.

Ethical dilemmas: Experiences of secondary school teachers in Addis Ababa city, Ethiopia

Being a teacher involves multi-layered ethical challenges and decisions. The purpose of this research was to explore the ethical dilemmas faced by secondary school teachers in Addis Ababa, Ethiopia. In addition, the study aimed to explore the ways and approaches to resolving ethical dilemmas. A phenomenological qualitative research approach served as the guiding methodology. Eight participants were involved in the semi-structured in-depth interviews. Data were analyzed by exploring potential themes and sub-themes using thematic analysis. The major ethical dilemmas that emerged from the data include (a) not being governed by schools’ rules and regulations (disrespect and dis-rule), (b) not being honest in the position they have, (c) lack of acceptance and recognition among the school community, and (d) being indecisive due to deep personal challenges of students and political interference. The major approaches utilized in addressing ethical challenges were (a) respecting the code of conduct of students’ discipline, (b) open discussion and confrontation, (c) understanding causal factors, and (d) being ethical. The need for professional development plans and training based on guiding books have been suggested as means of action in preparing secondary school teachers to deal with ethical challenges and to help them be good at decision-making.

A Phenomenological Analysis of Social Studies Students' Lived Experiences Teachers: Building Concepts of Democratic Citizenship and Education

The purpose of the study was to explore how social studies teachers conceptualised democracy, developed ideas about democratic citizenship and implemented their perspectives and experiences into teaching. The study used a phenomenological approach to qualitative research design. Total 528 students and 50 teachers were selected using a purposive sampling method with data analysed by Moustakas’s transcendental approach. The participants conceptualised democracy as a political system, civic participation and influence of government decision-making. They developed ideas about democratic citizenship from multiple sources, such as family members, networking, citizenship projects, professional development training, political engagement, travel, and involvement in community services. Teachers implemented their perspectives by utilising experiential learning, incorporating student’s ideas into teaching methods and employing technology. Other findings that emerged included the educator’s inadequate preparation of instructional strategies and student’s apathetic responses to learning about the democratic process. This study reveals the need for educators, teachers, and policymakers to collaborate to develop instructional practices, incorporate experiential learning experiences and improve social studies curricula to promote student engagement.

Effects of Occupational Therapy Professional Development Training on School-Based Practice

ABSTRACT Purpose A training program was provided to school-based occupational therapy practitioners (SBOTPs) in Massachusetts to support practices aligned with educational policies and regulations. The purpose of this study was to determine the impact of this training program on school-based practice patterns. Methods This study used a researcher-designed online exploratory survey to determine occupational therapy practice patterns in Massachusetts public schools following the training program. The survey was emailed to the 309 SBOTPs who participated in a Massachusetts Department of Education sponsored training between 2007 and 2019. The survey questions analyzed the frequency of reported participation-based intervention methods, in-context and out-of-context services, and interdisciplinary collaboration used by these practitioners. A Chi Square Goodness of Fit Test was performed to determine if there were categorical differences in the frequency of responses to each research question. Results After analyzing our 29 responses we determined that the training program was effective and had an impact on how SBOTPs practice within their schools. After the training, SBOTPs in Massachusetts reported engaging more frequently in participation-based practice in natural school contexts, and collaborating with teachers and other school professionals. Contribution to Occupational Therapy This research serves as evidence that professional development courses can impact how SBOTPs practice. This study suggests that practice patterns of SBOTS can be influenced by participating in trainings that include a model with rationale and facilitated practice for providing occupation-based services in the least restrictive environment and for increasing collaborative practices in schools. School-based occupational therapy (SBOT) is integral to the educational development of children who require this service as part of their individual educational program (IEP). SBOT helps students to achieve success in occupations within the school setting, such as education, play and leisure, activities of daily living (ADLs), and social participation. Students who receive special education services are eligible for occupational therapy if the IEP team determines that SBOT is necessary to achieve the prioritized student goals developed by the team, enhancing the student’s ability to succeed in the educational program. The overarching goal of school-based occupational therapy in working with eligible students with disabilities under the federal special education law, the Individuals with Disabilities Education Act (IDEA), is to support students’ abilities to successfully participate (academically and functionally) in their educational program in the least restrictive environment in order, ultimately, to prepare them for adult living (AOTA, 2017; IDEA, 2004).

The Impact of Growth Mindset Interventions on Students’ Motivation, Resilience, and Academic Achievement

This study focuses on the impact of growth mindset interventions on students’ motivation, resilience and academic achievement. The specific objectives of the study entail: to assess the impacts of growth mindset interventions on student motivation, resilience, and academic performance in educational settings, to examine the practical strategies employed by educators to implement growth mindset interventions effectively and to identify potential challenges and limitations of growth mindset interventions in fostering a growth mindset culture in schools. The study employed qualitative research approach and used documentary review to collect data of the study. The findings of the study on the impact of growth mindset interventions on students’ motivation, resilience and academic achievement revealed that growth mindset interventions have demonstrated significant positive impacts on students' motivation in educational settings, evidence from various studies demonstrates that growth mindset interventions have a positive impact on students' resilience in educational settings and lastly various recent research studies conducted provide evidence of the positive impact of growth mindset interventions on students' academic achievement, motivation, engagement, resilience, and persistence. The findings of the study on the practical strategies employed by educators to implement growth mindset interventions effectively entail: provision of explicit instruction, fostering a supportive classroom culture, teaching effective learning strategies, provision of feedback that promotes growth mindset, encouragement of reflection and metacognition, modelling a growth mindset and leverage of technology and digital resources: The findings of the study on the potential challenges and limitations of growth mindset interventions in fostering a growth mindset culture in schools include: limited sustainability, individual differences, low teacher training, contextual factors and overgeneralization. The study recommends that Schools and educational institutions should actively incorporate growth mindset interventions into their curriculum and teaching strategies, encouraged to set realistic and achievable goals and regularly reflect on their progress, provide professional development opportunities and training programs for educators to enhance their understanding of growth mindset principles and strategies and should create an environment that promotes positivity, encouragement, and a sense of belonging.

Efficacy of the Teaching Early Literacy and Language Curriculum With Preschoolers From Low-Income Families.

The purpose of this study was to test the efficacy of the Teaching Early Literacy and Language (TELL) curriculum package for improving the early literacy and oral language skills of preschoolers from low-income families. In a randomized controlled trial (RCT), TELL was implemented in 30 TELL and 28 business-as-usual classrooms. TELL is a Tier 1 whole-class curriculum package that includes a scope and sequence of instruction, lesson plans and materials, high-quality books, curriculum-based measures (CBMs), and professional development training and coaching. Implementation fidelity was high; however, due to COVID-19 school closures, we did not collect end-of-year data for our third cohort of teachers. Results indicated significant TELL effects on all code-related CBMs and two code-related distal measures as well as receptive and expressive vocabulary CBMs. No significant differences were found on distal measures of oral language/vocabulary or listening comprehension. Results of the present study, paired with findings from an earlier TELL RCT with children with developmental speech and/or language impairments, suggest that children enrolled in TELL classrooms achieve higher outcomes on a variety of code-related and vocabulary measures by the end of their final preschool year. https://doi.org/10.23641/asha.25345708.

Professional development of english foreign language teachers in Indonesia: non-english educational background

The paper reports on the results of a study aiming to analyze the teachers’ perception of their professionalism in teaching English as non-English education graduates as well as the challenges that are faced by the teachers. The data were collected from observation and interview with two English teachers of the Senior High School in Subang, West Java, Indonesia. The data were analyzed by a qualitative method through three steps: reduction, display and conclusion. From the interview result, two teachers have similar perceptions of professionalism in teaching. They believed that professional development can be improved by joining some events and programs in an effort of developing their pedagogical competence such as seminars, workshops, short courses or teacher training related to teaching in order to develop their knowledge of teaching methods. Meanwhile, the observation results show that both teachers have not applied all practical professional development activities in their classrooms, such as the implementation of lesson study is not achieved well and the teachers are not familiar with self-reflection. The result highlighted from two teachers’ perceptions of being professional that they are consciously confident that professionalism is undeniable for the sake of students’ achievement in learning English by having various of professional development courses or trainings. In conclusion, the researcher assumed that their teaching English professionalism could be developed as long as they have taught English skills which can be reinforced by some experiences in teaching English, applying pedagogical knowledge and attending teacher’s programs that can improve their competence in teaching.

Teachers’ Experiences and Self-Assessment in Teaching Biology in Senior High School in the Philippines

In support of the various studies for the ongoing Philippine Senior High School(SHS) curriculum, Analysis phase of the analysis, design, development, implementation, evaluation (ADDIE) model of instructional design is presented in this study. The main objective is to evaluate biology teachers’ experiences and self-assessment in teaching Biology II in the science, technology, engineering, and mathematics (STEM) Track of the K12 Basic Education Program during its first two years of implementation 2016-2017 and 2017-2018(face to face )in Iloilo Province, Philippines. A descriptive survey using a questionnaire from the K12 Science Curriculum composed of two parts: biology II complex topics, and biology teachers’ self-assessments. Five Biology experts from Western Visayas, Philippines, were asked to evaluate the researcher made survey instruments. Mean and standard deviation were employed to interpret the collected data using SPSS version 21. The results showed that the four primary areas of complex knowledge were Systematic Based on Evolutionary Relationships, Evolution and Origin of Biodiversity, Organismal Biology, and Genetics. According to rank, the most challenging topic was “Systematic Based on Evolutionary Relationship,” and the easiest was “Genetics.” On the self-assessment of Biology teachers, all topics were in “Moderate Mastery,” and Genetics was “High Mastery.” Also, a significant relationship between the content topic difficulty and Biology teachers’ mastery level. The findings show no relationship between self-assessed knowledge and self-assessed skills of Biology Teachers. Proper training and encouraging teachers for professional development is a must. Teachers must be trained to teach Biology II, become effective and efficient through professional development. Also, the national government should assess the implementation of the new curriculum based on the experts' recommendations. Thus, this study recommends encouraging SHS teachers to take graduate studies aligned with their undergraduate program to master the area of specialization. The national government must support scholarship programs in STEM for biology educators.. 
 
 Received: 29 September 2023 / Accepted: 25 January 2024 / Published: 5 March 2024

Developing competencies in public health: a scoping review of the literature on developing competency frameworks and student and workforce development.

Effective and precise public health practice relies on a skilled and interdisciplinary workforce equipped with integrated knowledge, values, skills, and behaviors as defined by competency frameworks. Competency frameworks inform academic and professional development training, support performance evaluation, and identify professional development needs. The aim of this research was to systematically identify and examine trends in the extent, nature, and range of the literature related to developing competencies in public health. This includes developing public health competency frameworks, and how competencies are developed and maintained in students and practitioners. We used a scoping review methodology to systematically identify and report on trends in the literature. Two independent reviewers conducted title and abstract and full-text screening to assess the literature for relevance. Articles were included if they were original primary research or gray literature and published in English. No date or geographic restrictions were applied. Articles were included if they focused on developing competency statements or frameworks for public health and/or training public health students or practitioners to develop competencies. The review encompassed a range of methods and target populations, with an emphasis on building competencies through student and professional development. Foundational competency development was a primary focus, and we found a gap in discipline-specific competency research, especially within developing discipline-specific competency statements and frameworks. Several evidence-based practices for competency development were highlighted, including the importance of governance and resources to oversee competency framework development and implementation, and workforce planning. Experiential learning and competency-based training were commonly identified as best practices for building competencies. A comprehensive understanding of public health competency development-through developing and incorporating foundational and discipline-specific competencies, mapping student and practitioner training to competency frameworks, and incorporating best practices-will enable public health to create skills and an adaptable workforce capable of addressing complex public health issues.

Changes and Development of Teaching Patterns in Basic Education in the Network Era

Against the backdrop of highly developed information technology in the Internet age, the shape of basic education teaching and learning has undergone systemic changes, contributing to the rise of online education and education digitization. Based on the network era's background, this paper first examines the teaching characteristics of basic education in the network era from the three perspectives of teaching time and space, teaching resources, and teaching information, including the learning mode of inter-temporal learning, massive teaching resources, and rapid updating of educational information. Subsequently, the article provides a detailed exposition of the framework for developing the pedagogical model of basic education, examining this process through the integrated lenses of teaching spaces, pedagogical agents, and instructional methodologies. Finally, three strategies for advancing and reforming teaching and learning patterns are proposed: innovation and improvement of the teaching and learning evaluation system, professional development support and training for teachers, and development and sharing of teaching and learning resources. These measures are intended to adapt basic education practices to the needs of the network era and to ensure their adaptation to the rapidly evolving digital environment.

Perception of Behaviour Management Techniques for Paediatric Patients among Dental Officers

Introduction: Dental anxiety can be effectively managed by applying pharmacological and non-pharmacological behavioural management therapy approaches (BMT). This study investigated the dental officers’ perception of behaviour management techniques practiced in managing paediatric dental patients in primary dental clinics. Materials and methods: A quantitative study using structured online English questionnaires among dental officers serving in primary dental care services under the Ministry of Health Malaysia (MOH Malaysia) in Sabah. The acceptability of applied behaviour management techniques was measured using Likert scale from 0 to 10. Data was analysed using SPSS version 29 and descriptive data was presented. Results: Seventy-four dental officers involved in this study (Male= 14, Female= 60). Positive verbal reinforcement, tell-show-do, and offering an exact explanation of what the findings indicate are the most widely accepted behaviour management strategies (BMT), with mean scores of 9.5, 9.1, and 8.7, respectively. The least accepted BMT among dental officers in Sabah are immobilisation with a papoose board, preventing the child from speaking during treatment, and hand over mouth (HOM), with mean scores of 4.6, 3.6, and 3.2, respectively. Conclusion: The study concludes that the most recognized BMT is positive reinforcement technique regardless of age, experience and gender. This finding provides information in the development of modules for continuous professional development training among dental officers in the Ministry of Health Malaysia.

English as a Foreign Language (EFL) Teachers’ Perceptions and Practices of Pedagogical Content Knowledge (PCK) in Teaching Reading Skills in Secondary Schools

Improving teacher quality, a pressing concern in modern education and improving instructional quality is becoming crucial particularly in the realm of foreign or second language learners. The purpose of this study was to investigate secondary school English as Foreign Language teachers’ general perceptions and practices of pedagogical content knowledge in the teaching of reading skills to grade nine students. The researchers used a descriptive survey design by generating quantitative data from English as Foreign Language teachers’ questionnaires and observation checklists as data collection tools. In total, 35 English as Foreign Language teachers participated in filling out the self-report questionnaire. To get insight into the implementation of pedagogical content knowledge, four English as Foreign Language teachers’ classroom practices were observed using a structured observation checklist and field notes during one academic semester in 2021. SPSS (IBM version 24) was used to analyse the data. Findings showed that English as Foreign Language teachers’ perceptions of pedagogical content knowledge seems to be slightly above average. The relationship between English as Foreign Language teachers’ general perception and pedagogical content knowledge implementation in the classroom had a moderately high positive relationship (r =0.67) between them. The results from the observation checklists revealed that teachers lack basic competence in pedagogical content knowledge implementation in teaching reading skills. To fill this gap, continuous professional development training schemes should be arranged for English as Foreign Language teachers.