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ERIC Number: ED507049
Record Type: Non-Journal
Publication Date: 2008
Pages: 487
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effect of Using Some Professional Development Strategies on Improving the Teaching Performance of English Language Student Teacher at the Faculty of Education, Helwan University in the Light of Pre-Service Teacher Standards
Halim, Safaa Mahmoud Abdel
Online Submission, Ph.D. Dissertation, Helwan University
The main aim of this thesis was to determine the effect of using a training program based on three professional development strategies; namely: action learning, peer coaching and study groups, on improving teaching performance of Faculty of Education, Helwan University EFL student teachers in the light of standards for teachers of English at pre-service. To achieve this aim, an observation checklist was developed, validated, administered and data obtained were statistically treated and analyzed. The research sample consisted of twenty four, fourth year, EFL student teachers, assigned as one treatment group. Besides the observation checklist mentioned above, four other tools were developed and made use of, namely: Scoring rubric, achievement test, a portfolio assessment checklist for continual evaluation and program satisfaction questionnaire. Using these tools, the following results were reached: There were significant differences between the mean scores of the EFL student teachers on the achievement test and the scoring rubric in favor of the post test mean scores due to the effect of the professional development strategies based program. Also the program proved to have large effect size (0.987 and 0.996) on the improvement of the treatment group's teaching performance domains (classroom management, assessment and professionalism); both theoretically and practically. In conclusion, the program proved to be effective with a gain ratio (1.7) in improving the student teachers performance. Thus, the study aim was achieved and it was recommended that professional development strategies should be used in EFL teachers' pre/in-service training programs. A bibliography is included. The following are appended: (1) Teaching Performance Observation Checklist; (2) Teaching Performance Scoring Rubric; (3) Portfolio Assessment Checklist; (4) Achievement Test; (5) Program Satisfaction Questionnaire; (6) The Program (The Jury Letter; Handouts; and Trainer's Manual); and (7) A List of the Jury Members. (Contains 16 figures and 17 tables.
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Egypt