Abstract
It is beyond doubt that teacher training and professional development, if conditions exist, have a positive effect on teaching performances. However, the ultimate success or failure of both teacher training and teacher development depends on the trainees’ attitudes. This empirical study, therefore, investigates the attitudes of the newly recruited ESP teachers toward professional development and the online teacher training program implemented by the Ministry of Higher Education and Scientific Research (MHESR henceforth). The starting point of this inquiry is a conversation that took place between the researcher and some colleagues where a kind of refusal toward the aforementioned training was directly or/and indirectly expressed. The research scope, nevertheless, goes beyond that conversation to probe into the attitudes of those colleagues who have been recently recruited by different engineering colleges across the country. The concerned teachers were surveyed by a questionnaire. The obtained results revealed various attitudes toward teacher development and teacher training as well. Based on the attained results, some recommendations were made to improve the current situation of ESP teacher training and encourage professional development.
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Appendix: Questionnaire Administrated to the Targeted Teachers
Appendix: Questionnaire Administrated to the Targeted Teachers
1.1 Teachers’ Concepts of Professional Development and Distance Teacher Training Course Effectiveness in Enhancing Pedagogical Practices
Dear colleagues,
This questionnaire aims at understanding novice teachers’ perceptions on professional development and the online training program designed and supervised by trainers from Constantine University 1. The information you provide in this questionnaire is anonymous. Individual teachers will not be identified anywhere in this research study and you are not required to provide your name in the questionnaire.
I hereby call upon your help to honestly tick the appropriate box (√) and make full statements whenever necessary.
Thank you in advance for your cooperation!
Part I: Background Information
Would you, please, give some information about you?
Part II: Professional Development
5. What motivated you to become a teacher?
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Please indicate how much you agree or disagree with each of these statements by ticking the box which matches your answer.
Items | Strongly disagree | Disagree | Neutral | Agree | Strongly agree |
|---|---|---|---|---|---|
6. Professional development is a requisite for successful teaching | |||||
7. I am motivated to acquire new skills necessary for my teaching performances | |||||
8. Professional development should be continuous | |||||
9. Professional development experiences have some impact on teaching practice | |||||
10. Colleagues should meet and discuss ways to improve teaching and learning | |||||
11. It is very practical to receive feedback from colleagues about classroom practices | |||||
12. Professional development should be self-directed rather than planned and directed by others |
Part III: The Online Training Program (Formation aux TICE)
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Please indicate how much you agree or disagree with each of these statements by ticking the box which matches your answer.
Items | Strongly disagree | Disagree | Neutral | Agree | Strongly agree |
|---|---|---|---|---|---|
13. I enjoy doing activities related to the online training program | |||||
14. I often do the activities before the deadline | |||||
15. The online training is effective for developing my ICTs skills | |||||
16. I am supported by the administration in implementing new ICTs skills gained from the online training program | |||||
17. The training I receive models the instructional strategies that I will use in my classroom | |||||
18. Teachers’ prior knowledge and experiences were taken when designing the online training program | |||||
19. The online training program meets my needs and expectations | |||||
20. The administration has to make sure that teachers take part in the training program |
21. What suggestion or comment you would like to make concerning professional development and the online training? ..……………………………….………………………………………
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Selama, S.A. (2020). The Algerian Newly Recruited Teachers’ Attitudes Toward Professional Development. In: Kenny, N., Işık-Taş, E., Jian, H. (eds) English for Specific Purposes Instruction and Research. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-32914-3_12
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DOI: https://doi.org/10.1007/978-3-030-32914-3_12
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