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  • 2019EssamPhD

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A professional development programme for supporting teachers in the design, development, and implementation of Technology Enhanced Learning activities for teaching Arabic as a foreign language

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@phdthesis{8ef8237b6a7a4e9f925c329c7ff50180,
title = "A professional development programme for supporting teachers in the design, development, and implementation of Technology Enhanced Learning activities for teaching Arabic as a foreign language",
abstract = "The purpose of this two cycles design-based research study is to explore the approaches with response to and perceptions of teachers towards a professional development programme (PDP) for enabling them to design, develop, and implement technology enhanced learning (TEL) activities for teaching Arabic as a foreign language (AFL). The PDP was designed with reference to Laurillard{\textquoteright}s (2002) conversational framework and Passey{\textquoteright}s (2011) learning elements framework. Semi-structured interviews, online open-ended questionnaires, and observations are used for data collection. The results are analysed and presented visually and in text to show different levels of detail. The findings identified teachers{\textquoteright} positive and negative perceptions towards the support elements provided throughout the PDP in addition to: 1) their pedagogical outcomes in relation to the different types of support provided; 2) the positive influencers and barriers that affected them throughout the PDP; 3) their produced outcomes (artefacts); and 4) their students{\textquoteright} responses from their perspectives. The design principles of a successful implementation of a PDP were also included based on findings.Finally, this study attempts to assist PDP designers by referring to the theoretical and practical implications that can help them in designing similar programmes. In addition, originality in terms of the design, development, and implementation of the PDP are highlighted, so adding to the learning design body of knowledge with respect to foreign language learning. ",
keywords = "professional development, learning design, conversational framework, support, teachers{\textquoteright} training, design-based research",
author = "Rasha Essam",
year = "2019",
month = sep,
day = "24",
doi = "10.17635/lancaster/thesis/714",
language = "English",
publisher = "Lancaster University",
school = "Lancaster University",

}

RIS

TY - BOOK

T1 - A professional development programme for supporting teachers in the design, development, and implementation of Technology Enhanced Learning activities for teaching Arabic as a foreign language

AU - Essam, Rasha

PY - 2019/9/24

Y1 - 2019/9/24

N2 - The purpose of this two cycles design-based research study is to explore the approaches with response to and perceptions of teachers towards a professional development programme (PDP) for enabling them to design, develop, and implement technology enhanced learning (TEL) activities for teaching Arabic as a foreign language (AFL). The PDP was designed with reference to Laurillard’s (2002) conversational framework and Passey’s (2011) learning elements framework. Semi-structured interviews, online open-ended questionnaires, and observations are used for data collection. The results are analysed and presented visually and in text to show different levels of detail. The findings identified teachers’ positive and negative perceptions towards the support elements provided throughout the PDP in addition to: 1) their pedagogical outcomes in relation to the different types of support provided; 2) the positive influencers and barriers that affected them throughout the PDP; 3) their produced outcomes (artefacts); and 4) their students’ responses from their perspectives. The design principles of a successful implementation of a PDP were also included based on findings.Finally, this study attempts to assist PDP designers by referring to the theoretical and practical implications that can help them in designing similar programmes. In addition, originality in terms of the design, development, and implementation of the PDP are highlighted, so adding to the learning design body of knowledge with respect to foreign language learning.

AB - The purpose of this two cycles design-based research study is to explore the approaches with response to and perceptions of teachers towards a professional development programme (PDP) for enabling them to design, develop, and implement technology enhanced learning (TEL) activities for teaching Arabic as a foreign language (AFL). The PDP was designed with reference to Laurillard’s (2002) conversational framework and Passey’s (2011) learning elements framework. Semi-structured interviews, online open-ended questionnaires, and observations are used for data collection. The results are analysed and presented visually and in text to show different levels of detail. The findings identified teachers’ positive and negative perceptions towards the support elements provided throughout the PDP in addition to: 1) their pedagogical outcomes in relation to the different types of support provided; 2) the positive influencers and barriers that affected them throughout the PDP; 3) their produced outcomes (artefacts); and 4) their students’ responses from their perspectives. The design principles of a successful implementation of a PDP were also included based on findings.Finally, this study attempts to assist PDP designers by referring to the theoretical and practical implications that can help them in designing similar programmes. In addition, originality in terms of the design, development, and implementation of the PDP are highlighted, so adding to the learning design body of knowledge with respect to foreign language learning.

KW - professional development

KW - learning design

KW - conversational framework

KW - support

KW - teachers’ training

KW - design-based research

U2 - 10.17635/lancaster/thesis/714

DO - 10.17635/lancaster/thesis/714

M3 - Doctoral Thesis

PB - Lancaster University

ER -