Where We Are and Where We Want to Be Continuing Professional Development for Algerian University Teachers of English Where We Are and Where We Want to Be 1st British Council International ELT Conference “Delivering Quality in ELT” 8 – 9 May 2014 Algiers, Algeria Mâamar Missoum☺

Linguistics & Didactics Magister Dissertation by Mâamar Missoum 1994-2007 Outline

Outline Introduction 1. The Purpose of the Study 2. The Rationale of the Study 3. The Research Method 4. The Findings: Presentation & Discussion 5. The Implications: Some Suggestions for CPD Conclusion

1. Purpose of the Study

1. Purpose of the Study 1.1 What are the stakeholders’ (management, teachers) attitudes and beliefs related to CPD? 1.2 What are the current forms of CPD in use by university ELT teachers? 1.3 What are the key parameters of CPD? 1.4 What strategies can be adopted to enhance CPD for better quality ELT?

2. Rationale of the Study

2. Rationale of the Study 2.1 A study like the present is necessary because CPD is essential for promoting and maintaining good standards for teaching/learning; 2.2 Decisions and projects concerning CPD must be informed and guided by enough data about the current situation of the field; 2.3 There seems to be little research about the issue on the context of Algerian higher education

3. Method

3. Method 3.1 Survey Questionnaire 34 items; ten scales; Closed-ended question type + open items Participants 55 from 14 universities - ELT experience: 20 (36 %) 1 - 3 years, 14 (26 %) 4 - 10 years and 21 (38 %) over 10 years (average 10.23 years). 3.2 Focus Group A team 4 experienced university teachers from 4 universities

3.3 Data Collection and Analysis Procedure

4. Findings: Presentation & Discussion

Limitations to the Study

Limitations to the Study Self-report accuracy The number of participants Difficulty to measure accurately quantity of actual CPD; and Difficulty to measure its impact on learning

.1 Attitudes and Beliefs about CPD

.1 Attitudes and Beliefs about CPD CPD not high on the agenda - Most managers do not provide enough opportunities for and support teachers’ CPD according to 74.55% of the teachers. Considerable budget allotted to CPD abroad / local study days, conferences, and research teams 94.44 % believe CPD activities are important for teachers and learners’ success.

4.2 The CPD Forms Offered to / Used by ELT University Teachers

4.2 The CPD Forms Offered to / Used by ELT University Teachers Focus group data Coordination meetings of teachers Study days and conferences Debates and informal conversations with peers To a much lesser extent, Scholarships and fellowships in English speaking countries Online conferences, webinars, etc

4.2 The CPD Forms Offered to / Used by ELT University Teachers Questionnaire data 1. Reviewing one’s lessons. (Average frequency of use 7.96/9 = Almost a regular activity) 2. Observing and reflecting on one’s teaching. (Average frequency 7.74/9) 3. Experimenting new teaching techniques / solutions to problems noticed in courses. (7.37/9) 4. CPD forms not tried or very rarely used: team-teaching (Average frequency 2.28/9), scholarships / fellowships abroad (3.57) and giving / attending a model lesson (3.90).

4.3 Characteristics of CPD for University Teachers of English - Key Parameters

4.3 Characteristics of CPD for University Teachers of English - Key Parameters Not assessed: 62.26 % of teachers said that the impact of CPD activities on students’ learning is not evaluated and 47.06 % not followed up to ensure that the knowledge and skills gained are implemented by teachers CPD opportunities offered by universities are rather top-down (vs. bottom-up) Require financial, time and administrative resources; a few teachers (26.42 % of the respondents) have access to More individual than collaborative; the most frequently used forms of CPD done individually Some CPD is inquiry-based (66.36 % said they do research and read)

Over to You!

Over to You! Considering the data just presented (issues, challenges and circumstances), what would you suggest to promote efficient CPD for ELT teachers?

5. Implications: Some Suggestions

5.2 Characterises of Better CPD CPD actions to be more engaging (and therefore more successful), should better offer maximum flexible opportunities and the least time and space constraints Efficiency: maximum return on investment to engage Benefit maximum number of teachers Systematic evaluation of impact Relaxed, non-threatening, collegial, etc Be reciprocal / collaborative Minimum resources Minimal management approval and support Minimum number of action performers Flexible and convenient time table

What can be done for Better CDP?

5.2 Suggested Strategies for Better CPD Creating conditions for CPD: Restructure Work Schedule & Incorporate CPD in teachers’ daily work: 60.38 % of teachers said time is not available for CPD activities Space for CPD: 83.33 of teachers said tools for CPD like rooms are NOT sufficiently provided Develop more teaching skills (vs. specialist knowledge). Respondents’ suggest Give incentives especially career promotion for attending actively CPD activities Build CPD in TP attitudes and skills for life-long learning Sharing resources and opportunities for CPD (wealth of resources for CPD)

How to overcome constraints to CPD? Resources especially time and money; Logistical and administrative; who decides, manages, organises, etc

Solution – (Autonomous CPD) What can I do to support my own professional development? Institutional support (data) is often perceived as absent or inadequate.

What can I do to support my own professional development? Autonomous CPD teacher-initiated using teacher’s resources It may be more efficient to consider oneself (the teacher) as the main initiator, manager and resource provider for one’s and some colleagues CPD The Hub Model?

Demystifying CPD: Fostering wide awareness among teachers that many CPD forms are very accessible to them and cost effective (time and other resources) and where they depend on no one else Collaborative CPD: Networking (Community Building): Therefore, as 92.59 % of the respondents recommended, teachers need to develop better communication skills with colleagues and learners.

Conclusion

Continuing Professional Development for Algerian University Teachers of English Where We Are and Where We Want to Be Mâamar Missoum Lecturer ☺ Thank you for your kind attention Please feel free to share your questions, comments and suggestions