عنوان

A Professional Development Programme for Supporting Teachers in the Design, Development, and Implementation of Technology Enhanced Learning Activities for Teaching Arabic as a Foreign Language

Number

TLpq2471520664

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

A Professional Development Programme for Supporting Teachers in the Design, Development, and Implementation of Technology Enhanced Learning Activities for Teaching Arabic as a Foreign Language

General Material Designation

[Thesis]

First Statement of Responsibility

Essam, Rasha

Subsequent Statement of Responsibility

Passey, Don

Name of Publisher, Distributor, etc.

Lancaster University (United Kingdom)

Date of Publication, Distribution, etc.

2019

Specific Material Designation and Extent of Item

223

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

Lancaster University (United Kingdom)

Text preceding or following the note

2019

Text of Note

The purpose of this two cycles design-based research study is to explore the approaches with response to and perceptions of teachers towards a professional development programme (PDP) for enabling them to design, develop, and implement technology enhanced learning (TEL) activities for teaching Arabic as a foreign language (AFL). The PDP was designed with reference to Laurillard's (2002) conversational framework and Passey's (2011) learning elements framework.  Semi-structured interviews, online open-ended questionnaires, and observations are used for data collection. The results are analysed and presented visually and in text to show different levels of detail. The findings identified teachers' positive and negative perceptions towards the support elements provided throughout the PDP in addition to: 1) their pedagogical outcomes in relation to the different types of support provided; 2) the positive influencers and barriers that affected them throughout the PDP; 3) their produced outcomes (artefacts); and 4) their students' responses from their perspectives. The design principles of a successful implementation of a PDP were also included based on findings. Finally, this study attempts to assist PDP designers by referring to the theoretical and practical implications that can help them in designing similar programmes. In addition, originality in terms of the design, development, and implementation of the PDP are highlighted, so adding to the learning design body of knowledge with respect to foreign language learning.

Educational technology

Foreign language learning

Pedagogy

Teacher education

Essam, Rasha

Passey, Don

Electronic name

p

[Thesis]

276903

a

Y