Exploring the Status of Co-training as a Professional Development Tool (Omani English Teacher-trainers’ Perspectives)

Saif Said Rashid Al Abri; Dr. Noor Lide Abu Kassim; Dr. Kamal Badrasawi

Exploring the Status of Co-training as a Professional Development Tool (Omani English Teacher-trainers’ Perspectives)

Authors: Saif Said Rashid Al Abri(1), Professor. Dr. Noor Lide Abu Kassim(2), Assistant Professor. Dr. Kamal Badrasawi(3)
PhD. Student, International Islamic University Malaysia (IIUM), English Teacher-trainer, Nizwa Training Centre, Ministry of Education, Oman(1)
Professor of Psychometrics & Education Evaluation, College of Education, International Islamic University Malaysia (IIUM), Malaysia(2)
Assistant Professor, Curriculum and Instruction, College of Education, International Islamic University Malaysia (IIUM), Malaysia(3)
Email: Saifabri79@hotmail.com
Doi: doi.org/10.52132/Ajrsp.e.2022.37.1

Abstract:

This study investigates the status of co-training as a tool for the PD of English teacher-trainers (TTs) in Oman. Since these TTs adopt this tool even though they have received no training on it, it is significant to explore their knowledge and practice to explore if there are any discrepancies in their performance. An open-ended questionnaire is used to collect data. Fourteen (14) English TTs from 9 governorates responded to the questionnaire. Their responses were analysed, categorised and presented. The findings revealed both, performance discrepancies and the causes of these discrepancies. The study showed some weakness in the practice and orientation of co-training as a tool for PD among the participants. The findings revealed that there is a fluctuation in the value that TTs place on co-training and its implementation. These also highlighted different practices of co-training reflecting a lack of understanding of how to implement it. Moreover, some inappropriate practices were identified which put the adoption of this collaborative tool at risk. The findings showed that these discrepancies existed because of a lack of knowledge, inappropriate practices and negative perceptions towards co-training. Participants’ suggestions for better future practices of co-training highlighted the strong need to improve the situation by clarifying the ambiguity and setting out conditions to follow. This study recommended constructing a co-training model and involving TTs in a training programme to raise their knowledge of co-training and foster their perception of it as a tool for their PD.

Keywords:

Teacher-trainer, Professional development, Collaborative Professional development, Co-training, Team-teaching

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AJRSP

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