The effect of the specialized professional program "teaching knowledge test" on preparatory English Language teachers' instructional performance and their students' achievement in the UAE

العناوين الأخرى

أثر البرنامج المهني المتخصص (TKT)‎ في الأداء التدريسي لمعلمي اللغة الانجليزية، و تحصيل طلبتهم في المرحلة الإعدادية في دولة الإمارات العربية المتحدة

مقدم أطروحة جامعية

al-Mumani, Naim Farhan

مشرف أطروحة جامعية

al-Duwayk, Badr Said
al-Jadri, Adnan Husayn

أعضاء اللجنة

al-Makhzumi, Khalaf Falah
al-Khawlidah, Ahmad Hamad
al-Kumi, Abd al-Salam Abd al-Khaliq

الجامعة

جامعة عمان العربية

الكلية

كلية العلوم التربوية و النفسية

القسم الأكاديمي

قسم المناهج و طرق التدريس

دولة الجامعة

الأردن

الدرجة العلمية

دكتوراه

تاريخ الدرجة العلمية

2009

الملخص الإنجليزي

The present study aimed to investigate the effect of the specialized professional program Teaching Knowledge Test (TKT) on preparatory English language teachers’ instructional performance and their students’ achievement in the UAE.

This program was introduced by the British Council under the supervision of Abu Dhabi Educational Council ( ADEC).

The subjects of the study were 47 EFL teachers chosen from the target population which comprised 94 teachers.

The teachers’ sample included preparatory English language teachers who taught English to EFL learners in schools controlled by Abu Dhabi Educational Council in the first semester of the academic year 2008/2009.

The present study attempted to answer the following questions: 1.

What is the effect of the specialized professional program (TKT) on preparatory English language teachers' instructional performance? 2.

What is the effect of the specialized professional program (TKT) attended by preparatory English language teachers on their students’ achievement? To answer these questions, the researcher developed an observation checklist to measure the preparatory English language teachers’ instructional performance (teachers who attended the (TKT) course and those who did not attend the aforementioned course).

The observation checklist included five domains: planning, management of classroom environment, student-centered instructional abilities, communication and assessment based on the jury’s suggestions and the latest studies in the field of EFL/ESL.

Students’ scores (whose teachers attended/ did not attend the (TKT) course) were listed to measure the effect of the specialized professional program(TKT) course on their achievement on the English final test.

Means, standard deviations, percentages, MANOVA and ANOVA were used to analyze the results of the study. The results of the study were as follows: 1- There were statistically significant differences at (= 0.05) between the mean scores of teachers’, who attended the TKTCourse, instructional performance (sig=3.965) compared to the mean scores of teachers (who did not attend the (TKT) course (sig=3.638) on the overall domains of the observation checklist. 2- There were statistically significant differences at (= 0.05) between the mean scores of the teachers’ (who attended the TKT course) instructional performance compared to the mean scores of teachers who did not attend the (TKT) course on the three domains of the observation checklist; planning, management of classroom environment and assessment.

3- There were statistically significant differences at (= 0.05) between the mean scores of students’( whose teachers attended / did not attend the (TKT) course) results on the final English test in favor of those whose teachers attended the (TKT) course.

(65.775) compared to (59.309) . 4- There were no significant differences between the preparatory English language teachers’ (who attended the (TKT) course and those who did not attend the (TKT) course) mean scores on the two domains: student-centered instructional abilities,(sig =0.090) and assessment, ( sig 0.224).

In light of the findings of the study, it was recommended that educational policy makers should design and offer effective and permanent development programs.

It was also recommended that Abu Dhabi Educational Council (ADEC) should overcome all EFL teachers’ problems related to their participation in the specialized PD programs and teachers should participate in the specialized professional programs introduced by Abu Dhabi Educational Council (ADEC).

The researcher recommended that other studies might be carried out to investigate the correlation between knowledge and practice when designing the professional development programs.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

• التعليم
• التعلم
• تعلم اللغة الثانية
• الإمارات العربية المتحدة
• اللغة الإنجليزية

عدد الصفحات

124

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-433859