A Multi Dimensional Interactive Approach To Continuous Professional Development An Exploratory Case Study Of English Language Teacher Educators

The purpose of this study was to explore the CPD undertakings in the Department of ForeignrnLanguages and English Education (FLEE) of College of Teacher Education, AAU, and test thernCollaborative-Observation-Reflection-Appraisal (CORA) approach to CPD that was named asrnMulti-Dimensional Interactive Approach to CPD for the sake of clarity. To this end, nonexperimentalrndesign of classroom based exploratory qualitative case study in which four casesrnwere selected using purposive sampling technique facilitated through snowball and theoreticalrnsampling was conducted. In this process, semi structured in-depth interview, video assisted selfappraisalrnof recorded lessons, as well as video supported peer observation and reflection wererncarried out. The semi-structured interview had also addressed other relevant informants fromrnthe College. To widen understanding, a questionnaire was distributed to other teacher educatorsrnwho were teaching in the undergraduate program and were not the cases of the study. All therninstruments were piloted at Kotobe College of Teacher Education. The feedback obtained fromrnall the instruments including self as well as peer reflections on the lessons were transcribed,rncoded, organized under major themes, analyzed, interpreted and presented under two broadrncategories: holistic or within case and across cases. The finding identified diverse themes thatrnwere factors to enhance or retard professional development of the teacher educators.rnAccordingly, the belief of most of the teacher educators was not in consistent with the currentrnlearning theory. On top of this, the prevailing professionalism was the old rather than therntransformative. A lot of potentials that would have contributed to the professional developmentrnof the teacher educators, too, were not exploited. Nonetheless, there were exceptional cases andrntenets that were aligned with modern learning theory that would have been exploited givenrnconducive atmosphere was created and awareness was raised. To address the problemsrnidentified in the course of the study, different recommendations were offered. Concerning therntested approach, promising developmental incidents and evidences were obtained. The selfappraisalrnof the recorded lessons resulted in critical scrutiny into one’s teaching in which thernpartners gained knowledge as observed from their reflections and the recorded learning logs.rnThe peer observations and professional discussions that accompanied the self-appraisal werernalso developmental. As a result, the proposed approach indicated that it had the potential tornbreak the ‘individualism’ that reigned in the Department and generate learning in arncollaborative environment.

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