Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11889/6909
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dc.contributor.authorKhaldi, Mousa M. M.en_US
dc.contributor.authorNassar, Silviaen_US
dc.date.accessioned2021-12-14T06:35:11Z-
dc.date.available2021-12-14T06:35:11Z-
dc.date.issued2021-
dc.identifier.urihttp://hdl.handle.net/20.500.11889/6909-
dc.description.abstractThis study aimed at comparing and contrasting the currently available professional development (PD) programmes for English as a foreign language (EFL) teachers working in public schools in Palestine. The design of this study was exploratory in nature utilizing a qualitative approach. The research participants consisted of twelve EFL teachers and eleven teacher trainers and programme designers. Data were collected using semi-structured interviews. To ensure validity of the study, triangulation was used where data was obtained from the teachers and trainers. Inter-rater reliability was checked giving an 82% of agreement. Thematic analysis was used to analyse data. From the analysis, teachers and teacher trainers identified the areas of differences and similarities between the programmes. The study concluded with a set of recommendations for practice and future research. There was a consideration of possible implications of these findings for teacher education in Palestine, and for policy making bodies in Palestine.en_US
dc.language.isoenen_US
dc.subjectProfessional developmenten_US
dc.subjectEnglish language - Study and teaching - Foreign speakers - Palestineen_US
dc.subjectEnglish teachers - Training ofen_US
dc.subjectConstructivism (Education)en_US
dc.titleProfessional development programmes for English language public school teachers: a comparative study in Palestineen_US
dc.typeArticleen_US
newfileds.departmentEducationen_US
newfileds.item-access-typeopen_accessen_US
newfileds.thesis-prognoneen_US
newfileds.general-subjectnoneen_US
item.grantfulltextopen-
item.languageiso639-1other-
item.fulltextWith Fulltext-
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