ICT enabled professional development of English teachers in Mumbai: a case study

Khan, Atiya 2015, ICT enabled professional development of English teachers in Mumbai: a case study, Masters by Research, Education, RMIT University.


Document type: Thesis
Collection: Theses

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Title ICT enabled professional development of English teachers in Mumbai: a case study
Author(s) Khan, Atiya
Year 2015
Abstract The use of Information and Communication Technology (ICT) as a tool to improve the teaching of English in Indian schools has garnered much attention and investment recently (Arora, Singh, & Singh, 2011; Chattopadhyay, 2013). However, with teacher professional development dominated by crash courses and one-off ICT workshops, teachers will seldom change their teaching practices to improve their students’ knowledge and understanding (Prestridge, 2010). Investigations claim that teachers do not transmit the knowledge and skills they learn in professional development, characterised by formal face-to-face training sessions, to classroom teaching practices without continuous follow-up, peer discussions and teacher teamwork (Joyce & Showers, 2002; Timperley, Wilson, Barrar, & Fung, 2008).

This study explores the use of teacher reflective practice, teacher networking and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers in three private schools of Mumbai, through ICT interactive workshop observations, questionnaires, interviews and blog comments, the case study explains whether and why blogging, as a learning community, has potential to add significant value to existing professional development of English teachers in Mumbai.
Degree Masters by Research
Institution RMIT University
School, Department or Centre Education
Keyword(s) English teachers
blogging
professional development
teaching of English
ICT
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Created: Mon, 09 Nov 2015, 08:20:22 EST by Denise Paciocco
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