On The Effectiveness Of Tertiary EFL Teacher Professional Development Programs

Worldwide concerns about the quality of teaching and learning in higher education have given rise to many education centers and teacher professional development programs.Basically,profound education reforms are in full swing throughout the country,and thus teaching and research constitute the very basis of Chinese tertiary EFL teachers' professional development(TPD).Since teachers are the key to educational reforms and innovation,it is of great significance that they develop professionally via TPD programs.In the past several years,there has been an increasingly urgent,perceived need for more PD opportunities,along with assurance that the programs are high quality and effective.A review of the literature showed that empirical studies regarding how effective tertiary EFL TPD programs are designed and delivered in the Chinese context were scant.Based on Wenger's theory of communities of practice(CoPs)about situated learning as well as Group Dynamics,transfer of training,learning transfer,and relevant leadership and learning theories,this case study explored the distinctive features of effective EFL teacher professional development programs and the factors shaping the effectiveness.Two research questions were addressed:(1)What are the distinctive features of effective tertiary EFL teacher professional development(TPD)programs?(2)What are the core factors that shape the effectiveness of tertiary EFL TPD programs? How do these factors interact with one another so that TPD programs can be more effective?Using a sequential-mixed-method design integrating focus groups,survey,and semi-structured interviews,this collaborative self-study aimed to gain an in-depth understanding of why and how EFL TPD programs at the tertiary level can be effective.Data were collected and analyzed in three phases in an exploratory sequential design.Altogether,six types of data were collected via questionnaire,online and phone interviews as well as documentation:(1)109 effective questionnaireresponses;(2)e-mail exchanges between key stakeholders;(3)focus groups and semi-structured interview transcripts;(4)personal journals and reflective notes of the researchers;(5)life and learning experiences of the informant teachers;and(6)strongly-relevant documents regarding TPD programs.All the interviews were recorded and transcribed verbatim.Data collection and analysis went through three stages.To begin with,the field-notes and interview transcripts regarding teacher perceptions of effective TPD programs were collected via focus groups' interviews and content analyzed for the emerging patterns and themes.Based on the results of this qualitative process,and the comprehensive review of relevant literature,an analytical framework was established.Then,on the basis of this framework,a survey was conducted and analyzed with SPSS 19.0.At last,another round of in-depth interviews were conducted to probe into key stakeholders' perceptions,practices and transformations with the foci on the latter two.Again,the transcripts were content analyzed and cross-case comparison and analyses were carried out to answer the research questions.The major findings can be summarized as follows:On the one hand,an effective tertiary EFL TPD program features the following three characteristics.First,an effective tertiary EFL TPD program,in its broadest sense,satisfies the multiple needs of key stakeholders,those of participant teachers in particular.Second,the multilateral interactions and multimodal interventions in a successful TPD program are dynamic and effective.Third,a successful tertiary EFL TPD program brings about changes to the perceptions and practices of key stakeholders,especially the participant teachers.On the other hand,the people,objectives and practices involved in a TPD program are the key factors contributing to its effectiveness.These three factors interact with one another and shape university English teachers' learning experiences with TPD programs.People refer to the key stakeholders,namely participant teachers,teachereducators/instructors,and program designers and administrators;the management of their needs,expertise,roles and responsibilities count.For fulfilling the purpose of creating supportive learning dynamics where teacher educators and participant teachers in particular are encouraged and supported to share resources,collaborate and construct knowledge together,the researcher identified an organization "PIE"(Planning,Implementation,and Evaluation)integrating multilateral interactions and multimodal interventions.And various strategies were employed by key stakeholders throughout the program to fulfill their multiple roles and accomplish the tasks essential for the effectiveness of programs.During this process,five points are worth noting.First,TPD programs stem from real-life problems aiming at improving teaching practices.Second,an effective program provides teachers with opportunities for networking and peer mentoring;there remains much to do with current programs in this regard though.Third,we advocate for more flexibility in the organization and intervention practices with key stakeholders in order for TPD programs to run smoothly and more effectively.Fourth,to transfer and sustain the impacts of training and learning,follow-up support is needed from both the teacher educators and program administrators.However,the most preferable solution is teachers' ongoing learning and follow-up practices via hybrid communities of practice.Fifth,evaluation in an effective program is multifaceted and is supposed to go hand in hand with adaptations throughout the program.The significance of this study is threefold:(1)Theoretically,laying foci on People and Process,the practice-based model of TPD programs emphasizes the multilateral interactions and multimodal interventions,as well as the agency of tertiary EFL teachers.Though the model is specifically tailored for the Chinese context,it provides important insights both for researchers and practitioners in similar contexts and beyond.(2)Methodologically,the choice and application of collaborative self-study and a sequential mixed-methods design was a bold attempt inaccordance to the research questions and the explorative nature of this study,which may possibly provide new insights for similar studies.(3)Practically,the analytical framework may serve as the starting point for data collection and analysis.It may also be used by a broader audience from other academic disciplines,locally and globally.Meanwhile,the research findings of this study can inform and inspire tertiary EFL teachers,program designers and administrators,teacher educators,policy makers,program consultants,department leaders,university administrators and other stakeholders in their TPD engagement.