THE IMPACT OF TEACHER PROFESSIONAL DEVELOPMENT CYCLE (TPDC) TO TEACHERS’ DIALOGIC TEACHING IN A BRUNEI DARUSSALAM PRIMARY SCHOOL
Strand: Teacher Professionalism
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Abstract
The study was done to investigate the impact of a teacher professional development cycle (TPDC) model in improving teachers’ dialogic teaching practices. The research questions are 1) What are the characteristics in each phase of the TPDC on dialogic teaching? 2) What are the teachers’ perceptions regarding the TPDC on dialogic teaching? and 3) To what extent the teachers’ dialogic teaching be improved with the TPDC? This is an action research small-sized study, which used a mixed-method approach to collect data. Data sources were from 1) peer-observation assessment checklist 2) field notes, 3) teacher questionnaires, 4) interviews, and 5) data of Teacher Performance Appraisal. 40 primary school teachers participated in this study. The phases of TPDC that contributed the most to the improvement of TPA scores (dialogic teaching) were exploration and application. During these phases, the teachers learned and researched their own resources on dialogic teaching and shared to other teachers. They practiced what they have learnt, and they observed other peers dialogic teaching methods. As a result, TPA scores in all four dialogic teaching focus areas increased from grade 2 to grade 3. However, one of the dialogic teaching focus areas i.e., “engagement of the entire class,” gave the highest TPA score at grade 4. This means that teachers become aware of the various types of questioning that can cater to different student abilities, as indicated by 41% of teachers reaching grade 4 when compared to the other focus areas.
KEYWORDS
Teacher Professional Development, Effective Professional Development, Collaborative Work,
Brunei Teacher Standards, Dialogic Teaching
Siti Norazimah Binti Hj Mohamad
English Teacher
SR Dato Othman
Siti Norazimah has been an English Teacher for 16 years and currently teaching at SR Dato Othman. Being head of English Department at her school, she’s also a literacy coach and floating coach in assisting Local English Teachers. She holds MEd in Educational Leadership and Policy and received Excellent Graduate Award from East China Normal University, Shanghai. Her first degree is BA in Primary Education from UBD.