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This study arises from a recent school-based professional development (PD) programme conducted for English language teachers (ELTs) in a secondary school in the Kingdom of…
This study arises from a recent school-based professional development (PD) programme conducted for English language teachers (ELTs) in a secondary school in the Kingdom of Bahrain, where a participatory lesson study (PLS) strategy was implemented to develop four ELTs' teaching skills and their senior teacher's leadership. The influence of the PLS on creating a participatory PD experience for the participants was investigated through exploring their perceptions of their professional growth during their PLS experience.
Following a qualitative interpretive approach, a total of eight lesson study cases and 16 meetings were conducted and analysed.
The main factors that influenced the participants' perceptions of their professional growth in PLS were high self-efficacy and confidence; dominancy of their peers; the informality of the PLS practice; and reflective practice. Relatedly, the results revealed critical thoughts about PLS as a means for ELT's self-directed PD in non-native English-speaking contexts.
The study provides an alternative approach to PD that can be offered for ELTs in any ESL/EFL context that focusses on supporting non-native English-speaking teachers' practices by associating theory with practice. This approach has enabled them to gain the practical skills they need and develop their awareness about the theoretical principles of these practices. For the first time, teachers were given the role to act as the trainers and the theorisers of their own teaching practices.
This chapter discusses the Maldives information culture as observed and defined from the results of a research project undertaken as a Master of Philosophy at Curtin…
This chapter discusses the Maldives information culture as observed and defined from the results of a research project undertaken as a Master of Philosophy at Curtin University in Australia. A survey of one rural Maldives community and one urban Maldives community collected data on their information use, access and awareness. Additional qualitative in-depth interviews with key information stakeholders in the Maldives sought supplementary information on the prevailing information situation. We present a conceptual model of the Maldives information culture including seven key elements: indigenous knowledge, ICTs, information literacy, research and publication, libraries and information services, mass media and information policies. The Maldives information culture is ‘paperless’, not in the modern online sense, but more in terms of the Maldives population's high reliance on verbal information interchange for their everyday information needs. In the Maldives, broadcast media and verbal information exchange predominate over print media. In the Maldives, reading as a leisure activity is present to some degree, but reading as an intellectual activity is limited. Libraries are not commonly used as an information source. Adoption of ICTs is swift and promising. However, even if the Maldives population is literate in the local language, a significant group lacks the English language literacy to benefit from the online information environment. There are no major differences in the use of information between the rural and urban community; the difference is in the level of access to information sources and the respondents' information literacy skills.