IMPACT OF CPD

Impact of CPD in Abu Dhabi Schools and Institutions

Abstract

In this paper we explore the impact of CPD in Abu Dhabi schools and institutions. It also includes the issues around the sustainability and appropriateness of professional development for secondary teachers of English in Abu Dhabi offered by overseas providers from the perspective of teachers who completed courses at the University of Reading between 2003 and 2010. Through this paper, we start by offering an overview of English teaching in Abu Dhabi. Finally, we discuss the implications of these findings for both providers and sponsors of CPD for English language teachers. We conclude that the recognition of English as an essential element in the modernisation of Abu Dhabi, together with the growing awareness of the weaknesses of traditional approaches to the teaching of the language, has opened up new spaces for dialogue concerning pedagogy and professional practice. It is clearly important, however, that new approaches to the teaching of English are presented in a way which allows teachers to decide which elements should be incorporated into their teaching and how.

Impact of CPD in Abu Dhabi Schools and Institutions

Introduction

Competency in English is an important factor in the modernisation project in the Abu Dhabi. Here, as indeed in many other countries, English is seen as facilitating technological, economic, educational and cultural beliefs and exchange with other parts of the world. Just like the Economy of Abu Dhabi, the English learning is about to make a transition from the liberalisation to globalisation. It is a fact that many various policies have allowed to build up a relationship between the education and modernization that will in future create a path for the English Language teaching industry as the so-called “inner-circles” countries competing for the market share in the material growth, the establishment of expertise and also including the training of the teachers. Thus, we will look in to the impact that CPD (continuing professional development) has on the English language teaching in particularly Abu Dhabi. Throughout the paper our main focus is not to evaluate changes in teacher's attitude and knowledge observed during their style of teaching English language, however, rather it identifies the issues which will be helpful for the teachers to deliver CPD that is sustainable and fir for purpose (Stuf?ebeam, 1980, 5-19).

Discussion and Analysis

Evaluation is a well-established element in most CPD programmes, encouraging reflection on what trainers are trying to achieve, how far they are succeeding, and where improvement or change is needed. Yet within and beyond English Language Teaching (ELT), the focus in most cases is on the learning experiences of participants during professional development rather than on what happens afterwards. The international literature on teacher CPD has often grappled with this issue and the picture which emerges is sometimes discouraging. There is ample evidence, for instance, of the failure of attempts to implement change and of the superficial nature of the gains achieved. Guskey (2000: 32) reminds us that many teachers perceive CPD to ...