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Effective classroom teaching and practices: an in-service training model for cape verdean EFL teachers
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A presente investigação centrou-se no estudo da formação contínua de professores de inglês como língua estrangeira (EFL) em Cabo Verde, visando resolver um problema observado, a falta de uma formação contínua sistemática e eficaz de professores de EFL que se traduza em melhores práticas na sala de aula. Isto é crucial para ajudar os professores em exercício a superar desafios específicos, incluindo os trazidos pela globalização e pelas novas tendências tecnológicas. Os objectivos específicos incluem compreender as necessidades específicas de formação contínua, incluindo a perspetiva e atitudes dos professores em relação à mesma, identificar conteúdos específicos a serem incluídos num programa de formação contínua para professores de EFL em Cabo Verde, e conceber um modelo de formação contínua que proporcione uma formação sistemática e eficaz que se traduza em melhores práticas na sala de aula. Subsequentemente, o objectivo é melhorar a aprendizagem dos alunos. Foram escolhidos métodos mistos que foram aplicados através de uma adaptação do explanatory sequential design (Creswell e Creswell, 2018), com duas fases de recolha de dados. Durante a primeira fase, foram recolhidos dados mistos através de um inquérito aplicado aos professores a nível nacional para reforçar uma abordagem bottom-up na avaliação das necessidades, para recolher informação demográfica e para compreender as atitudes dos professores em relação à formação contínua. Durante a segunda fase, foi desenvolvido um modelo de formação contínua, onde as sessões de formação foram combinadas com coaching para promover melhores práticas e subsequentemente melhorar a aprendizagem dos alunos. Os dados analisados mostraram que há uma necessidade de disponibilizar oportunidades de formação contínua aos professores de inglês em Cabo Verde, que seja regular e eficiente. Ainda, os professores participantes demonstraram acreditar na importância da formação contínua, embora com o cruzamento de dados foi possível ver que não demonstraram estar tão abertos a participar em formação contínua como acreditam estar. Ainda, os dados do modelo training-coaching demonstrou que há uma maior probabilidade dos professores implementarem práticas novas quando acompanhados por um coach, do que quando assistem apenas à sessões de formação. Ainda, o estudo afirmou, conforme outros estudos já feitos, que o coaching só é eficiente quando implementado utilizando todas as componentes de forma eficiente.
The present research focused on the study of in-service training for teachers of English as a foreign language (EFL) in Cape Verde, aiming to resolve an issue observed, the lack of systematic and effective in-service EFL teacher training that translates into best practices in the classroom. This is crucial for helping practicing teachers overcome specific challenges, including those brought about by globalization and new technology trends. The specific goals were to understand the specific needs for in-service training, including teachers’ perspective and attitudes towards it, to identify specific content that should be included in an EFL in service training program for Cape Verdean EFL teachers, and to design an in-service training model that provides systematic and effective training that translates into better practices in the classroom. Subsequently, the aim is to improve student learning. Mixed methods were chosen and have been applied through an adaptation of the explanatory sequential design (Creswell & Creswell, 2018), with two phases of data collection. During phase one, mixed data was collected through a teacher survey applied to teachers at the national level to reinforce a bottom-up approach in needs assessment, to collect demographic information and to understand teachers’ attitudes towards in-service training. During phase two an in-service training model was developed and implemented, with training sessions paired with coaching to promote improved practices and subsequently improved student learning. The data analysed showed that there is a need for regular in-service training opportunities for EFL teachers in Cape Verde. Furthermore, participating teachers demonstrated belief in the importance of in-service training, although with data cross-referencing it was possible to see that they were not as open to participating in in-service training as they believed to be. In addition, the data from the training-coaching model implemented showed that teachers are more likely to implement new practices when supported by a coach, than when participating in training sessions only. Thus, in line with other studies conducted in the field, the study confirmed that coaching is only effective when it is implemented using all the recommended components effectively.
The present research focused on the study of in-service training for teachers of English as a foreign language (EFL) in Cape Verde, aiming to resolve an issue observed, the lack of systematic and effective in-service EFL teacher training that translates into best practices in the classroom. This is crucial for helping practicing teachers overcome specific challenges, including those brought about by globalization and new technology trends. The specific goals were to understand the specific needs for in-service training, including teachers’ perspective and attitudes towards it, to identify specific content that should be included in an EFL in service training program for Cape Verdean EFL teachers, and to design an in-service training model that provides systematic and effective training that translates into better practices in the classroom. Subsequently, the aim is to improve student learning. Mixed methods were chosen and have been applied through an adaptation of the explanatory sequential design (Creswell & Creswell, 2018), with two phases of data collection. During phase one, mixed data was collected through a teacher survey applied to teachers at the national level to reinforce a bottom-up approach in needs assessment, to collect demographic information and to understand teachers’ attitudes towards in-service training. During phase two an in-service training model was developed and implemented, with training sessions paired with coaching to promote improved practices and subsequently improved student learning. The data analysed showed that there is a need for regular in-service training opportunities for EFL teachers in Cape Verde. Furthermore, participating teachers demonstrated belief in the importance of in-service training, although with data cross-referencing it was possible to see that they were not as open to participating in in-service training as they believed to be. In addition, the data from the training-coaching model implemented showed that teachers are more likely to implement new practices when supported by a coach, than when participating in training sessions only. Thus, in line with other studies conducted in the field, the study confirmed that coaching is only effective when it is implemented using all the recommended components effectively.
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B-learning In-service teacher training EFL teaching Formação contínua de professores Ensino EFL em Cabo Verde Coaching Cape Verdean EFL teaching