title: Iranian EAP practitioners’ competences, practices, and professional development

authors: Kaivanpanah, Shiva

abstract: Given the importance of teaching methodology in English for Academic Purposes (EAP) and professional development (PD) for EAP teachers, this survey examined and explored the differences of the self-adjudged perceptions of EAP practice competences and PD activities of two main groups of Iranian teachers: those with an English language teaching (ELT) background and subject content teachers who teach EAP. A sample of 105 EAP teachers (53 English language teachers and 52 content teachers) responded to two questionnaires: a granulated, 72-item questionnaire exploring competences in a wide variety of aspects of EAP practice and a smaller 19-item questionnaire relating to frequency of participation in PD activities. Additionally, the teacher data sets were triangulated by the use of a 58-item questionnaire completed by 502 Iranian undergraduate students taking EAP courses. The teacher questionnaire findings indicated higher self-adjudged competences by the ELTbackground teachers in the areas of receptive and productive skills, grammar and vocabulary, feedback and error correction, and assessment and evaluation. Similarly, the student questionnaires rated those teachers with an ELT background more highly in the same five areas. The implications of the findings for the future development of EAP in Iran in terms of teacher development and further research are then discussed.

text: Iranian EAP practitioners’ competences, practices, and professional development Given the importance of teaching methodology in English for Academic Purposes (EAP) and professional development (PD) for EAP teachers, this survey examined and explored the differences of the self-adjudged perceptions of EAP practice competences and PD activities of two main groups of Iranian teachers: those with an English language teaching (ELT) background and subject content teachers who teach EAP. A sample of 105 EAP teachers (53 English language teachers and 52 content teachers) responded to two questionnaires: a granulated, 72-item questionnaire exploring competences in a wide variety of aspects of EAP practice and a smaller 19-item questionnaire relating to frequency of participation in PD activities. Additionally, the teacher data sets were triangulated by the use of a 58-item questionnaire completed by 502 Iranian undergraduate students taking EAP courses. The teacher questionnaire findings indicated higher self-adjudged competences by the ELTbackground teachers in the areas of receptive and productive skills, grammar and vocabulary, feedback and error correction, and assessment and evaluation. Similarly, the student questionnaires rated those teachers with an ELT background more highly in the same five areas. The implications of the findings for the future development of EAP in Iran in terms of teacher development and further research are then discussed.

year: 2021

title: Adult dyslexia in New Zealand: The professional development needs of adult literacy educators

authors: van Lamoen, Annette

subjects: adult dyslexia

abstract: The needs of New Zealand adults with dyslexia are typically not sufficiently catered for in the tertiary education system (Rowan, 2010a; Tunmer & Greaney, 2010). In recent years efforts have been made to increase training opportunities for adult learners with literacy needs and to enhance the quality of teaching (Tertiary Education Commission, 2010b).  This challenge can only be met if New Zealand adult literacy educators are adequately prepared in teaching learners with dyslexia. Research suggests they are not (Benseman, Sutton & Lander, 2005b; Dymock & Nicholson, 2012; Leach, Zepke & Haworth; 2010).  

The purposes of the study were (a) to investigate the need among adult literacy educators in New Zealand to engage in training or professional development (PD) in order to improve their capability to cater for the needs of adult dyslexic learners; (b) to measure their perceived confidence as well as their perceived and actual knowledge levels in three areas: language, reading development, and dyslexia; and (c) to measure the effectiveness of targeted training and professional development. 

An online survey was conducted with 137 staff at tertiary organisations, including PTEs, ITPs and Wānanga. Post-survey, semi-structured interviews were conducted with 4 adult literacy educators. The online survey included a questionnaire and a knowledge assessment.  The questionnaire measured educators’ confidence levels in meeting the needs of dyslexic learners, their perceived training need, and their perceived levels of knowledge in the areas of language, reading development and dyslexia.  The knowledge assessment measured the actual levels of knowledge in these three areas.  

The results suggested that there is a high need among New Zealand adult literacy educators to engage in training or professional development in dyslexia, that they feel less than confident in meeting the needs of dyslexic learners, and have insufficient knowledge in areas relevant to the teaching of dyslexic learners.  Perceived knowledge levels exceeded actual knowledge levels, indicating unrealistic self-evaluations of knowledge. A comparison of the test results of educators who had and those who had not engaged in dyslexia training indicated that targeted training and professional development is effective in raising educators’ awareness and understanding of dyslexia.

Implications support the development and reform of training and PD opportunities in dyslexia to better prepare, inform and educate New Zealand adult literacy educators.

text: Adult dyslexia in New Zealand: The professional development needs of adult literacy educators The needs of New Zealand adults with dyslexia are typically not sufficiently catered for in the tertiary education system (Rowan, 2010a; Tunmer & Greaney, 2010). In recent years efforts have been made to increase training opportunities for adult learners with literacy needs and to enhance the quality of teaching (Tertiary Education Commission, 2010b).  This challenge can only be met if New Zealand adult literacy educators are adequately prepared in teaching learners with dyslexia. Research suggests they are not (Benseman, Sutton & Lander, 2005b; Dymock & Nicholson, 2012; Leach, Zepke & Haworth; 2010).  

The purposes of the study were (a) to investigate the need among adult literacy educators in New Zealand to engage in training or professional development (PD) in order to improve their capability to cater for the needs of adult dyslexic learners; (b) to measure their perceived confidence as well as their perceived and actual knowledge levels in three areas: language, reading development, and dyslexia; and (c) to measure the effectiveness of targeted training and professional development. 

An online survey was conducted with 137 staff at tertiary organisations, including PTEs, ITPs and Wānanga. Post-survey, semi-structured interviews were conducted with 4 adult literacy educators. The online survey included a questionnaire and a knowledge assessment.  The questionnaire measured educators’ confidence levels in meeting the needs of dyslexic learners, their perceived training need, and their perceived levels of knowledge in the areas of language, reading development and dyslexia.  The knowledge assessment measured the actual levels of knowledge in these three areas.  

The results suggested that there is a high need among New Zealand adult literacy educators to engage in training or professional development in dyslexia, that they feel less than confident in meeting the needs of dyslexic learners, and have insufficient knowledge in areas relevant to the teaching of dyslexic learners.  Perceived knowledge levels exceeded actual knowledge levels, indicating unrealistic self-evaluations of knowledge. A comparison of the test results of educators who had and those who had not engaged in dyslexia training indicated that targeted training and professional development is effective in raising educators’ awareness and understanding of dyslexia.

Implications support the development and reform of training and PD opportunities in dyslexia to better prepare, inform and educate New Zealand adult literacy educators.

year: 2013

title: Connections, working collaboratively and health workforce development

authors: Masters-Awatere, Bridgette

subjects: Rangahau Māori

abstract: I was invited to deliver a presentation as part of the Inaugral series of research symposia hosted by the national Maori health authority - Te Aka Whaiora

text: Connections, working collaboratively and health workforce development I was invited to deliver a presentation as part of the Inaugral series of research symposia hosted by the national Maori health authority - Te Aka Whaiora

year: 2023-08-30