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Issues With Implementing Teaching Materials from A Standardised Professional Development Programme: Perspectives Among ESL Teachers

This study investigates the issues experienced by ESL teacher participants in implementing materials and activities from the Professional Up-skilling of English Language Teachers (ProELT) programme in their language classrooms. A review of past studies indicated limited research on large-scale, stan...

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Main Authors: Wendy Hiew, Jill Murray
Format: Article
Language:English
English
Published: Penerbit UMS 2023
Subjects:
LB1705-2286 Education and training of teachers and administrators
PE(814)-896 Early Modern English
Online Access:https://eprints.ums.edu.my/id/eprint/37397/1/ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/37397/2/FULL%20TEXT.pdf
https://eprints.ums.edu.my/id/eprint/37397/
https://doi.org/10.51200/manu.v34i1.3337
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spelling my.ums.eprints.373972023-09-26T02:03:21Z https://eprints.ums.edu.my/id/eprint/37397/ Issues With Implementing Teaching Materials from A Standardised Professional Development Programme: Perspectives Among ESL Teachers Wendy Hiew Jill Murray LB1705-2286 Education and training of teachers and administrators PE(814)-896 Early Modern English This study investigates the issues experienced by ESL teacher participants in implementing materials and activities from the Professional Up-skilling of English Language Teachers (ProELT) programme in their language classrooms. A review of past studies indicated limited research on large-scale, standardised professional development programmes involving English language teachers from primary and secondary schools (heterogeneous teaching levels) and urban and rural areas (heterogeneous districts) participating in the same programme. Hence, this study aims to fill this research gap by adopting a mixed methods explanatory sequential design utilising interviews, focus groups, a questionnaire survey and the ProELT coursebook. The findings reveal more than half of the modules in each section of the coursebook do not complement the Malaysia curriculum specifications for primary and secondary schools; this triangulates with the interview findings that most of the teachers found it challenging to adopt the ProELT teaching materials and activities in their lessons due to the lack of relevance of the course materials with their teaching curriculum and target students. In addition, findings from the questionnaire further substantiate the teachers’ suggestions that the ProELT content should complement the English language curriculum syllabus. The findings of this study have implications for the programme providers and the programme designers in designing future development programmes that cater to the teachers’ needs, personalising separate primary and secondary-level programme contents, and focusing on pedagogical content knowledge and subject matter vis-a-vis generic learning. Penerbit UMS 2023 Article NonPeerReviewed text en https://eprints.ums.edu.my/id/eprint/37397/1/ABSTRACT.pdf text en https://eprints.ums.edu.my/id/eprint/37397/2/FULL%20TEXT.pdf Wendy Hiew and Jill Murray (2023) Issues With Implementing Teaching Materials from A Standardised Professional Development Programme: Perspectives Among ESL Teachers. MANU Jurnal Pusat Penataran Ilmu Dan Bahasa, 34. pp. 81-110. https://doi.org/10.51200/manu.v34i1.3337
institution Universiti Malaysia Sabah
building UMS Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sabah
content_source UMS Institutional Repository
url_provider http://eprints.ums.edu.my/
language English
English
topic LB1705-2286 Education and training of teachers and administrators
PE(814)-896 Early Modern English
spellingShingle LB1705-2286 Education and training of teachers and administrators
PE(814)-896 Early Modern English
Wendy Hiew
Jill Murray
Issues With Implementing Teaching Materials from A Standardised Professional Development Programme: Perspectives Among ESL Teachers
description This study investigates the issues experienced by ESL teacher participants in implementing materials and activities from the Professional Up-skilling of English Language Teachers (ProELT) programme in their language classrooms. A review of past studies indicated limited research on large-scale, standardised professional development programmes involving English language teachers from primary and secondary schools (heterogeneous teaching levels) and urban and rural areas (heterogeneous districts) participating in the same programme. Hence, this study aims to fill this research gap by adopting a mixed methods explanatory sequential design utilising interviews, focus groups, a questionnaire survey and the ProELT coursebook. The findings reveal more than half of the modules in each section of the coursebook do not complement the Malaysia curriculum specifications for primary and secondary schools; this triangulates with the interview findings that most of the teachers found it challenging to adopt the ProELT teaching materials and activities in their lessons due to the lack of relevance of the course materials with their teaching curriculum and target students. In addition, findings from the questionnaire further substantiate the teachers’ suggestions that the ProELT content should complement the English language curriculum syllabus. The findings of this study have implications for the programme providers and the programme designers in designing future development programmes that cater to the teachers’ needs, personalising separate primary and secondary-level programme contents, and focusing on pedagogical content knowledge and subject matter vis-a-vis generic learning.
format Article
author Wendy Hiew
Jill Murray
author_facet Wendy Hiew
Jill Murray
author_sort Wendy Hiew
title Issues With Implementing Teaching Materials from A Standardised Professional Development Programme: Perspectives Among ESL Teachers
title_short Issues With Implementing Teaching Materials from A Standardised Professional Development Programme: Perspectives Among ESL Teachers
title_full Issues With Implementing Teaching Materials from A Standardised Professional Development Programme: Perspectives Among ESL Teachers
title_fullStr Issues With Implementing Teaching Materials from A Standardised Professional Development Programme: Perspectives Among ESL Teachers
title_full_unstemmed Issues With Implementing Teaching Materials from A Standardised Professional Development Programme: Perspectives Among ESL Teachers
title_sort issues with implementing teaching materials from a standardised professional development programme: perspectives among esl teachers
publisher Penerbit UMS
publishDate 2023
url https://eprints.ums.edu.my/id/eprint/37397/1/ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/37397/2/FULL%20TEXT.pdf
https://eprints.ums.edu.my/id/eprint/37397/
https://doi.org/10.51200/manu.v34i1.3337
_version_ 1778162810123976704
score 13.211869

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