What Do English Language Teachers Want from Professional Development? - by Jason Beale

7/29/2019 What Do English Language Teachers Want from Professional Development? - by Jason Beale

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Jason Beale

Bachelor of Arts (University of Melbourne),

Graduate Diploma of Education(University of Melbourne)

Submitted in partial fulfillment of the requirements

for the degree of Master of Education (TESOL),

Monash University, Melbourne, Australia

July 2003

Copyright Jason Beale 2003. Email: [email protected]

Other than for private study or review, no part of this essay

may be reproduced in any form without prior permission from the author.

What do English language teachers want

from professional development?

A survey of members of theVictorian Association of TESOL

and Multicultural Education (VATME).


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Table of Contents

Abstract

Declaration

Acknowledgments

1. Introduction

2. Literature Review

2.1Principles of teacher professional development

2.2Teachers views of professional development

2.3The role of teachers professional associations

3. Methodology

3.1Choice of research methods

3.2Data analysis

4. Review of VATMEs 2002 professional development program4.1Overview of program type and attendance

4.2Review of participant feedback

5. Survey of VATME membership

5.1Profile of respondents

5.2Professional development attendance

5.3Preferred professional development (PD) activities

5.3.1 PD time

5.3.2 PD length

5.3.3 PD venue5.3.4 PD approach

5.3.5 PD content areas

5.4Professional development needs and views

5.4.1 Main PD needs

5.4.2 Key qualities of successful PD

5.4.3 Opinions of VATMEs PD program

6. Conclusions

Appendices

1. List of VATMEs 2002 professional development activities

2. 2002 participant feedback

3. Survey form

4. Survey results: tables

5. Survey results: written responses

References


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Abstract

This research project explores the professional development views of English language teachers

from various sectors in Victoria, Australia. The sample group was composed of members of the

Victorian Association of TESOL and Multicultural Education (VATME).

There have been a limited number of surveys of teachers views of professional development in

Australia, and even fewer that relate specifically to teachers in the field of English language

education, or TESOL (teaching English to speakers of other languages). This project was conducted

with VATMEs approval, and will assist the association in developing more effective professional

development programs for its members.

The aims of the project were two-fold: First, to provide a general review of the VATMEprofessional development (PD) program presented over 2002, referring to activity type, attendance,

and participant feedback sheets. Second, to survey VATME membership regarding their

involvement in VATMEs PD program, and their own preferences and opinions regarding

professional development. The self-administered survey covered background information to

establish the participants level of experience and qualifications, and area of employment. It asked

participants to identify their preferred PD formats and content areas. It also asked them to describe

their own PD needs in detail, to describe the key qualities of a successful PD activity, and to give an

overall opinion of VATMEs PD program and the extent to which it was meeting their needs.

Findings identify the shared concerns of teachers, and the particular professional development

interests of teachers from different institution types - particularly from government schools and

English language centres, and from the adult education sector. Teachers general expectations of

professional development are discussed, and some proposals are made for making the VATME PD

program more receptive to teachers views and needs.

Tables containing quantitative statistics and full transcripts of respondents written responses are

provided in appendices.


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Declaration

This project contains no material which has been accepted for the award of any other

degree or diploma in any university and, to the best of this candidates knowledge and

belief, it contains no material previously published or written by another person except

where due reference is made in the text of the project.

Signed

Jason Beale

The plan for this research was approved by the Monash University Standing Committee

on Ethics in Research involving Humans (SCERH) on 19 March 2003 (reference

2003/092).


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Acknowledgements

I wish to thank Jill Brown, my supervisor, who encouraged me greatly, and helped to

make the process an enjoyable one. Also thanks to Dr Margaret Gearon, director of the

graduate program, for her excellent teaching and advice.

The executive of the Victorian Association of TESOL and Multicultural Education

(VATME) provided me with the opportunity for conducting this study. My thanks to

them, and especially to Lesley Crommelin, past-president of VATME.

Finally I wish to thank all the participants for their involvement in this study.


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1. Introduction

English language education in Australia takes places in a variety of settings, and is a

complex field to view as a whole. In the form of ESL (English as a Second Language), or

TESOL (Teaching English to Speakers of Other Languages), it addresses the needs of

learners from diverse cultural backgrounds, many of whom are already literate in at least

one language other than English. These learners include non-English speaking migrants,

refugees, indigenous peoples, and overseas students. In the form of Literacy Education it

addresses the abilities of English speakers of all ages to communicate effectively in

different contexts, using a range of text-based modes. It is not surprising then, that

teachers specializing in English language education are lacking a unified sense of

themselves as a professional body. As put by Lesley Crommelin, past-President of the

Victorian Association of TESOL and Multicultural Education (VATME), it is across the

sectors that little communication or cohesion exists almost to the extent of no knowledge

at all and yet there is a common purposeto teach ESL (Crommelin, 1998: 20).

English language teachers have a range of common concernslanguage learning theory,

teaching methodology, curriculum design and assessment, sensitivity to students cultural

differences and special needs, articulation of educational programs, workplace conditions

and career pathways for teachers, and the social agendas and policies of government.

These multiple yet interrelated issues are central to the professional practice of English

language teaching.

As discussed by Hargreaves (1997), the professionalism of teachers is an evolving

concept, one which has taken on very different meanings over the past century or so (p.

87). It is currently adapting to broad changes, such as calls for new student skills andtherefore new approaches to teaching, and more open relationships with parents and other

teachers. Such changes have been linked to a new social geography of postmodernity in

which the boundaries between institutions are dissolving leading to a blurring of roles

and borders (p. 101). The responsibilities of teachers generally have grown and become

more complex along with changes in society and technology. This has been seen by

Hargreaves, as leading to a change in the professional role of teachers - from

autonomous professional to collegial professional, someone who relies on


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consultation, collaborative planning andother kinds of joint work with colleagues (p.

95). Such a change highlights the on-going relevance of professional associations as a

forum for teacher networking, as a space for the formation and extension of in/formal

networks between teachers (Keary, 2001: 9).

Teachers professional associations, such as VATME, see professional development (PD)

as one of the main services they offer their membership, along with information,

resources, and representation. Through workshops, lectures, meetings and conferences,

an association can support a sense of professional collegiality among its members. It can

provide a shared space for teachers to come together, to exchange ideas, and reflect on

their practice in different ways. Teachers associations rely on their members to survive,

as government subsidies are limited. The vitality of an association can be measured by

the involvement of its members, and this is greatly influenced by the type and quality of

professional development it offers.

This project is concerned with exploring the views of Victorian English language

teachers, from a range of sectors, regarding their own PD needs. The sample group of the

study is composed of educators who are members of VATME. The project is supported

by the VATME Executive, and as such it forms a part of an on-going review of theassociations services to members. My own position in VATME as a part-time

administration officer, responsible for membership, PD support, website management and

newsletter production, meant that I was well placed to access information and to integrate

the project into the fabric of the associations affairs.

Before being an employee of VATME, I was a member of the association as an adult

TESOL teacher. It was therefore in my own interests that its PD activities were informed

by its members needs. As VATMEs members come from all sectors of education in

Victoria, this survey helps to answer the broader question: What do English language

teachers want from professional development? Its findings are significant for all other

state associations that, along with VATME, are members of ACTA (the Australian

Council of TESOL Associations). As far as I can establish, it is the largest and most

representative survey, conducted in Australia, focusing on the professional development


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views of English language teachers. It therefore has significance on the level of national

policy as well.

The aims of the project are two-fold. First, to review the VATME professional

development program presented over the previous two years (2001-2002), referring to

activity content, format, attendance and participant feedback. Second, to survey VATME

members regarding their involvement in VATMEs PD program, current development

needs, and preferred PD activities and formats. The information gathered through this

project will be used by VATME to improve the match between the associations

professional development programs and members needs.


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2. Literature Review

2.1 Principles of teacher professional development

Professional development has been succinctly defined as the sum of all activities, both

formal and informal, carried out by the individual or system to promote staff growth and

renewal (Conners, 1991: 54). For teachers it includes formal pre-service and in-

service education, training and assessment, as well as informal modes of learning

conducted by teachers on their own, or networking with others.

On a fundamental level, professional development is a form of adult education, or

andragogy, as distinct from child education, or pedagogy. As Terehoff (2002: 69)

explains, the background knowledge, skills and experience of adult learners mean that

teacher professional development becomes not a subject-oriented activity but a

performance-centred or problem-centred learning process. Acknowledging the influence

of Knowles model of andragogy, Terehoff presents a number of adult learning

principles. These are mainly concerned with involving the adult learner in the process of

needs analysis, planning, implementation, and evaluation of learning (Terehoff, 2002).

Such participant involvement is often described as ownership of the professional

development process. For example, the Standards Council of the Teaching Profession,

Victoria (2002) states in its Criteria for Effective Professional Development, that

programs based on adult learning principles accept that the participant retains ownership

of the purpose, intent and outcome of the activity (no page ref).

Beyond considering the nature of adult learning, there are a number of other principles

commonly referred to in the literature on professional development. Conners (1991)examines a useful list of these which can be summarized as follows:

(1) developing a guiding philosophy that assumes most teachers are self-

motivated, responsible professionals who are concerned about their development

and also recognizes their responsibility to system needs (p. 55).

(2) seeing development as a continuum in which teachers have differing needs at

different stages of their professional careers (p. 57)


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(3) stating clear general purposes and specific objectives based on the need for

more effective teaching and consequently, improved student learning and

balancing both individual and system needs (p. 58)

(4)basing content mainly on the needs of teachers determined, as much as

possible, by teachers themselves (p. 60).

(5) recognizing the individuality of the teacher as a person and as an adult learner

in the planning and delivery of development programs (p. 61).

(6) providing a range of delivery modes that includes in-service courses, formal

study at a tertiary institution, involvement in supervision or appraisal, observation

of colleagues at work and professional reading (p. 62).

(7) encouraging a receptive climate that supports change and provides support in the

school from a number of sources (p. 62).

In the DEET report Teachers Learning (cited in McRae et al, 2001: 15), principles of

good practice were identified in the following areas: adult learning, delivery modes,

setting and focus, leadership, control, commitment, subject matter, climate, and

evaluation. Many of these principles relate to the infrastructure that supports professional

development activities, including such things as, a conducive setting, commitment and

support from school leadership, providing opportunities and incentives for ongoingdevelopment, and the commitment of systems, institutions and individuals (p. 15).

Synthesizing the various principles already published in different forms, a short three-

point statement was developed by the Queensland Board of Teacher Registration (1996).

Quality professional development:

embodies principles of effective learning;

has substance, credibility and worth; is adequately supported and resourced (p. 18).

An important issue not specifically highlighted in this statement, is that professional

development should also enhance student outcomes. According to the research findings

of Hill, teacher participation in intensive professional development is one of eight key

factors that explain differences in comparable rates of student achievement (cited in

Department of Education, Training and Youth Affairs (DETYA), 2000:11).


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It may seem obvious that the professional development of teachers ultimately leads to

better teaching and therefore more successful students, but the research evidence is

more tentative. According to an American study by Darling-Hammond, the findings of

both the qualitative and quantitative analyses suggest that policy investments in the

quality of teachers may be related to improvements in student performance (cited in

Department of Education, Training and Youth Affairs (DETYA), 2000: 11, emphasis

added). In addition, a recent DETYA report states that sets of principles do not, by

themselves, lead to good teacher professional development and it seems that further

investigation of appropriate principles is unlikely to add to what is already known as

they are well-established. On the other hand, causal links between particular principles

and outcomes, especially in terms of student learning, are not (McRae et al, 2001: 18).

2.2 Teachers views of professional development

Just over ten years ago, Conners (1991) noted that very little published research in

Australia has explored teachers professional development from the teachers perspective

(p. 63). His own study conducted in 1987, used a questionnaire to survey a total sample

of 2,780 teachers of various subjects, from both primary and secondary schools in NSW.

The survey investigated PD activities undertaken in the previous year, importance ofdifferent PD objectives, interest in various content and skills areas, and preferred

activities or methods of PD. The survey showed only 34 percent of teachers were

involved in professional association activities during the year (p. 65), despite figures

indicating the most popular objective for professional development was to become

acquainted with the latest developments in their field of teaching (p. 66), and despite in -

service courses being the most popular method of professional development (p. 74).

Since Conners study, the last ten years has seen a number of further studies conducted

into teachers professional development in Australia:

An Analysis of Teachers Professional Development Needs Through a Focus

Group Strategy. A focus group study of 223 Australian school teachers, as part of

the consultation process for the National Professional Development Program

(Crowther and Gaffney, 1993).


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Professional DevelopmentWhat do Teachers Think? A focus group study of

155 Victorian school teachers, relating to the Victorian Curriculum Standards

Framework (Standards Council of the Teaching Profession Victoria, 1996).

Making Your Professional Development Count. A questionnaire survey of 1,108

Queensland teachers from various sectors, though mainly from primary and

secondary schools (Queensland Board of Teacher Registration, 1996).

PD 2000 Australia: A National Mapping of School Teacher Professional

Development. A questionnaire survey of 5,803 Australian school teachers, as part

of a Commonwealth Department of Employment, Training and Youth Affairs

(DETYA) national review (McRae et al, 2001).

The most recent survey, conducted by DETYA, is probably the largest, most detailed

study of teachers professional development views yet conducted in Australia. Of course,

due to the size of its sample, its findings are based almost solely on an analysis of

statistical data.

All of the studies listed above were concerned with teachers from a range of subject

areas. In contrast, there are very few studies in Australia focusing on professional

development for English language teachers:

Teacher Education in English Language and Literacy: Preservice and Inservice

Teacher Education in both School and Adult Education Contexts, in the fields of

English Literacy and English as a Second Language. A national review conducted

by the Australian Languages and Literacy Council and based on consultancy

reports, formal submissions and national seminars with industry representatives

(Australian Languages and Literacy Council, 1995).

The Professional Life-Cycles and Professional Development of Adult Teachers of

English to Speakers of Other Languages (TESOL). Interview surveys of 32Sydney teachers and 11 teacher trainers from the adult TESOL sector, contrasted

with a similar scale survey of adult TESOL teachers based in Geneva (Waites,

1999).

The Australian Languages and Literacy Council review presents detailed descriptions of

policy implementation in the context of professional development research, but is not

actually concerned with examining the views of teachers themselves. The study by

Waites on the other hand, surveys a small group of adult TESOL teachers, and places


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their professional development views into the context of their broader career-related

thoughts and feelings.

The findings of the recent DETYA review conducted in 2000, provide a useful snapshot

of school teachers current professional development activities and preferences (McRae

et al, 2001). Just over 28 per cent of all PD activities attended were provided by subject

associations (p. 137). This is somewhat less than in Conners 1987 survey, that showed

34 per cent participation in professional association activities (Conners, 1991: 65). Just

over half of all PD activities were personally chosen by the teacher from a range of

alternatives (McRae et al, 2001: 136). Most teachers liked PD activities that involved

providing practical ideas, latest trends in educational thinking, and talk about their work

with others (p. 136). Preferred activity types were workshops with colleagues, speakers in

subject field, and listening to teachers talk (p. 149). Most PD activities attended were in

the areas of personal ICT (Information and Communication Technology) skills, literacy

skills, and ICTs in the classroom (p. 142). Regarding the location of activities, whether

off-site or school-based, just over 30 per cent of teachers preferred off-site professional

development, while over 60 per cent indicated no preference (p. 150). Regarding the time

of activities, whether in-school-hours, or out-of-hours, nearly 50 per cent of teachers

preferred in-school-hours, while just under 44 per cent showed no preference (p. 141).Overall, nearly 60 per cent of teachers indicated a very high priority for profe ssional

development (p. 8).

The other most recent study is that of Waites (1999) conducted during 1995-96. It is

significant for being the only survey of Australian TESOL teachers professional

development views yet identified in this literature review. It is also unique for focusing

on TESOL teachers in the adult sector. As Waites herself noted, there are few available

studies exploring teachers professional development needs and interests in the TESOL

field (p. 9).

As Waites confirmed in her study, TESOL teachers in the adult sector have a very

different career structure from those in the school sector. Their typical employment

situation has always been unstable and the industry responsive to economic changes.

They have often been forced to be mobile, which often suited them as they tended to


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travel to find new challenges or just to find a job (p. 445). Due to the insecure nature of

this employment, teachers in the adult sector also have a range of different training and

experience backgrounds. Consequently, Waites sees such teachers as needing more

liberal professional development offerings from which to choose in order to match their

changing needs (p. 465).

Unfortunately, Waites findings suggested that their professional development needs

were not being fully met. In her conclusion she states, the professional development

findings reveal that both teachers and trainers/administrators have a lack of imagination

and perception of the breadth of what may constitute professional development (p.467).

Due to the limited sample of teachers interviewed, one may question the external validity

of this finding, or the degree to which it reflects broader views. Nevertheless it is a

cautionary finding.

2.3 The role of teachers professional associations

Professional associations for teachers are well established in Victoria. The Joint Council

of Subject Associations, Victoria (JCSAV) represents over forty subject associations,

comprising a total membership of over 30,000 individuals. Members of JCSAV includethe Victorian Association for the Teaching of English (VATE), the Primary English

Teaching Association (PETA), the Victorian Association of TESOL and Multicultural

Education (VATME) and the Australian Literacy Educators Association, Victoria

(ALEA). Adult literacy teachers are also represented by the Victorian Adult Literacy and

Basic Education Council (VALBEC).

The role of teachers associations is a varied one. Among other things it involves

professional development, publication of teacher support and classroom material, liaison

with the general public, and representation on industrial matters (Laslett, 1987: 169).

The professional development activities that teachers associations conduct can be seen

as covering the organisation of workshops, lectures, discussions and seminars, and the

dissemination of information (Laslett, 1987: 170). More broadly, it also includes

member participation in meetings and working groups, and more informal networking

opportunities.


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Survey findings over the last ten years show that somewhere between 21 and 34 per cent

of teachers in the school sector participate in activities organized by professional

associations (Conners, 1991: 65; Standards Council of the Teaching Profession Victoria,

1996: 6; Queensland Board of Teacher Registration, 1996: 41; McRae et al, 2001: 137).

The amount and kind of teacher involvement is not clearly stated in any of these studies,

and it would most likely vary considerably.

The focus group survey of Crowther and Gaffney (1993) received a total of 341

suggestions from teachers regarding the functions that teachers associations could play

in professional development. The majority of opinions concerned the following five

functions (p. 24-25):

Brokeragenetworking, information, conferences, international contacts

DeliveryPD to meet teachers needs, teaching materials, consultancy services

Promotionleadership, lobbying, community links, recognition of teachers work

Policycurriculum development, national policy issues, educational research

Quality Control PD accreditation, identify best practice, work with tertiary

providers

A more specific proposal was generated by a Queensland-based series of workshops into

the Image of the Teaching Profession. It stated that professional associations,

particularly in subject areas, should generate approaches to collegial inquiry that will

enable classroom teachers to reflect upon their work, to assess their teaching methods and

to refine their specialist teaching skills (Crowther, 1991: 9).

Professional development is usually seen as a context specific practice. Teachers

Learningstates that the school is the principal focus of professional development (citedin McRae et al, 2001: 16), a view that is often repeated. Hawley and Valli, for instance,

emphasize that teacher professional development is primarily school based and integral

to school operations (cited in McRae et al, 2001: 17). On the other hand, Hargreaves

notes that external expertise still has a part to play in introducing new ideas, creatively

disturbing the inner school environment, and providing a safe place away from the school

to discuss problems you are having within it (Hargreaves, 1997: 100).


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Teachers associations clearly have a wide role to play, yet they are also service providers

that need to be pro-active in building membership and participation in PD activities.

There are many alternatives available to teachers and a limited amount of time. As survey

findings show, good providers are in high demand and quality control of professional

development activities is largely the domain of market forces (McRae et al, 2001: 11).

Quality activities are no doubt popular because developmental activities of high quality

tend to nurture positive attitudes and professional confidence (Crowther, 1991: 26). To

ensure the on-going relevance of their activities, teachers associations need to integrate

their membership into the planning process as much as possible.


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3. Methodology

3.1 Choice of research method

VATME has a total membership of around 300; one-third individuals and two-thirds

institutions. Most members are involved in TESOL teaching in various sectors, but some

are employed in subsidiary roles such as education administration, resource management,

and policy development. As the main aim of this project was to gain a representative

view of the members professional development needs, a survey method was chosen as

the most efficient way to proceed. Both the large size of VATME membership, and the

limitations of this project in terms of size, made a self-administered questionnaire

preferable to a lengthier and detailed face-to-face interview or focus group approach.

There are a number of different sectors of employment for TESOL teachers; not only

mainstream schools, but also colleges of TAFE (Technical and Further Education),

AMES (Adult Multicultural Education Services) and ACE (Adult and Community

Education) providers, and a variety of language centres offering courses to both new

arrivals and overseas students. A certain amount of background information was

therefore needed to contextualise participants responses, such as sector of employment,as well as level of qualification and amount of teaching experience. Documentary

evidence from VATMEs past professional development program was another source of

background information. This includes descriptions of PD activities, attendance figures,

and participants evaluation sheets.

The survey instrument canvassed members opinions in three main areas: (1) the

usefulness of VATMEs past PD program, (2) the importance of various content and

skills areas for future PD activities, and (3) preferred PD formats. As teachers are usually

very busy people it was necessary to make the questionnaire as user-friendly as possible.

A combination of closed and open-response question items were chosen as these can be

presented in a reasonable length survey, and can gather both quantitative and qualitative

data for analysis.


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Closed-question items are potentially simple to construct and straightforward to analyse,

using respondents background information as descriptive variables. A range of items can

be presented under headings such as content areas, teaching skills and activity types

and then rated ordinally according to level of interest or importance. This type of

question item allows the researcher to summarize a large number of responses

quantitatively, and present a broad picture of a groups views. On the other hand this

approach has a number of weaknesses; respondents choices are limited, even with the

inclusion of an other field to elicit alternative items; responses cannot be qualified, nor

can more considered opinions be expressed along with reasons and examples.

Clearly, as Brown (2001) states, if a survey is exploratory and a wide range of possible

answers is crucial to its purpose, open-response questions are essential (p. 38). Open-

response questions can be quite broad (such as What do you think of VATMEs

professional development program? and What kind of PD activities would you like

VATME to provide in the future?), or more focused (such as How would you describe

the benefits of the last PD activity you attended?). Such questions allow respondents to

identify issues and concerns that may not be a part of the researchers agenda. They

produce qualitative data reflecting the experience, feelings or judgments of individuals

taking part (Verma and Mallick, 1999: 27), and can greatly enrich the interpretation ofquantitative results.

As Wellington (2000) points out, it is also possible for qualitative data from postal

questionnaires to be even richer, perhaps more truthful, than data collected in a face -to-

face interview. The respondent may be more articulate in writing or perhaps more willing

to divulge views, especially if anonymity is assured (p. 106).

3.2 Data analysis

The principle of triangulation in research supports the use of multiple sources and

modes of evidence to increase the validity of findings (Miles and Huberman cited in

Brown, 2001: 231). In this project there is methodological triangulation in that data will

be gathered through documentary analysis of participant evaluation sheets, and analysis

of survey questionnaires containing both quantitative and qualitative responses.


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Quantitative data, presented in percentages or graphic form can summarise general

trends, even if lacking in depth of detail. On the other hand, the descriptive detail of

qualitative data is potentially more authentic and true to life, despite the difficulty of

generalizing from such findings. Nevertheless, as Fielding and Fielding have stressed,

data are never rich in and of themselves, but are enriched only by their being

grounded in a refined theoretical perspective (cited in Brown, 2001: 229).

In considering the theoretical grounding of research, it is important to take into account

the limitations of claims to social knowledge. According to the AARE Code of Ethics,

researchers should recognize the uncertainty of all claims to knowledge (Australian

Association for Research in Education, 1998, no page ref). Usher states more specifically

that it is questionable whether generalisable and predictive knowledge is possible in the

social domain . . . Social events, processes and phenomenon are more usefully seen as

open and indeterminate (Usher, 1996: 14).

According to interpretive or hermeneutic epistemology, such as elaborated by Gadamer,

to understand society and its practices we need to understand the meanings that

construct and are constructed by interactive human behaviour (Usher, 1996: 18). Thisinvolves the researcher in an interpretive relationship with the object of research, in a

process of double sense-making sometimes called a double hermeneutic (Usher, 1996:

19). The ideal outcome ofthis relationship is a form of intersubjective agreement where

different and conflicting interpretations are harmonized (Usher, 1996: 22). Since social

researchers are part of the events they are studying, they must question and interpret their

own ideas and assumptions, through all stages of planning, conducting, and interpreting

research.

Approaching data analysis in the spirit of hermeneutic epistemology can be combined

with more specific methods of concept analysis. One such method used with qualitative

data is that described as grounded theory by Glaser and Strauss, in which data is

systematically explored for underlying patterns or concepts (Martin and Turner, 1986:

144). As data is analysed, theoretical concepts are developed and progressively adjusted

in a process sympathetic to a hermeneutic view of knowledge. The coding process


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involves organizing data into tentative concept groups, and the drafting of theoretical

memoranda. Such memos contain the theorizing write-up of ideas about codes and their

relationships as they strike the analyst while coding (Glaser cited in Martin and Turner,

1986: 151). Of course such relationships, as noted by Delmont, may be irregularities,

paradoxes and contrasts as much as patterns, themes and regularities (cited in

Wellington, 2001: 146).


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4. Review of VATMEs 2002 professional development program

4.1Overview of program type and attendance

There were ten different professional development activities provided by VATME

during 2002 (App 1). Of these activities, five related to the Victorian Certificate of

Education (VCE) which covers the final two years of secondary schooling (Years 11

and 12) and another two activities related to the Middle Years of schooling (Years 5 to

9). The remaining three activities were aimed at a broader audience, and focused on the

newly established Victorian Institute of Teaching, on issues of relevance to beginning

ESL teachers, and on links between ESL and both special education and adult literacy.

The VCE-based activities have been a regular part of the VATME calendar for at least

five years, making them well established events with a healthy attendance rate. The

VCE ESL Student Day is an afternoon series of seminars for students held at the

University High School in the second half of the year. In 2002 over 200 students

attended this activity from a total of 34 secondary schools across Victoria.

The most popular PD activity for teachers is the VCE ESL Teachers Day, which runs

from morning to early afternoon, and is composed of group sessions and a range of

smaller elective workshops. In 2002 this activity was held in both February and

December at Ross House, a large building in the city centre of Melbourne, which is

home to the VATME office and a range of other community organisations. There were

135 participants at the two teachers days when totaled together, representing teachers

from 80 different Victorian secondary schools, both government and private.

The next most popular PD activity during 2002 was Interlacing Sectors: ESL and

Special Education/ALBE, a late afternoon activity (4.30 to 6.00 pm) held in June, which

had just over 40 attendees. This was actually composed of two separate workshops run

concurrently. One workshop held at Ross House looked at the links between ESL and

Special Education, while the other workshop, held at the nearby Centre for Adult

Education, focused on ESL and Adult Literacy and Basic Education (ALBE).


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The six remaining PD activities held in 2002 were modestly attended, with each

activity having between 15 and 25 participants. Two sessions on Middle Years teaching

strategies, two sessions relating to specific aspects of VCE ESL, and an information

seminar on the Victorian Institute of Teaching, were all held at Ross House in the late

afternoon (4.30 to 6.00 pm). A special discussion and dinner evening, for beginning

teachers and student teachers, was also held at a Melbourne hotel.

Not all professional development activities planned by VATME were able to attract a

sufficient level of interest. Besides the ten activities presented in 2002, another three

were cancelled due to lack of registrations; these were, a workshop on building a

website, a second beginning-teacher discussion and dinner evening, and a hosted

screening of a recent documentary film on East Timor.

4.2Review of participant feedback

It is usual practice for VATME professional development participants to complete an

evaluation or feedback sheet at the end of an activity. Due to unknown factors, out of

the ten activities presented during 2002, feedback sheets were only available from five

activities. As the VCE ESL Student Day is specifically aimed at ESL students, thisleaves four activities attended by teachers for which evaluation forms were available:

1. Classroom Strategies for the Middle Years: Reading and Writing (14 March)

2. Interlacing Sectors: ESL and Special Education/ALBE (13 June)

3. VCE ESL Text Selection (15 August)

4. VCE ESL Teachers Day (2 December)

These four activities were attended by a total of 130 teachers. From these participants

there were a total of 60 feedback sheets held by VATME, representing approximately

46 per cent of all attendees.

Before being able to review the feedback it has been necessary to organise participants

written responses to each evaluation question into broad topics, or concept groups (App

2).Following the methodology of grounded theory, discussed in section 3.2 above,

these topics are not predetermined, but arise from and develop along with a scrutiny of

the data itself. The topics may relate to either the general conditions of the professional


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development activity, including the structure and style of the presentation, or to the

specific subject matter of the activity being presented. Most feedback can also be

categorized as either positive or negative (indicated in Appendix 2 by either + or -),

while some comments, such as suggestions for further professional development, may

often be considered neutral as they do not necessarily reflect a value judgment on the

activity presented (indicated in Appendix 2 by *).

Comparing responses across all activities shows that many participants value

interaction, such as discussion and group activities. Looking at the Middle Years

activity, there were only two responses identifying interaction as a useful aspect of the

session (App 2, Section 1.2.4), whereas four times as many comments regarded interaction

as a way the activity could be improved (App 2, Sec 1.3.1). In contrast, the other three

activities all had a healthy level of response identifying interaction as a beneficial

aspect of the session (App 2, Sec 2.2.1, 2.5.1, 3.2.1 and 4.2.1).

Another aspect of professional development highlighted across activities is the

importance of strategies - a term referring to practical approaches and activities that

the teacher can use in the classroom. TheMiddle Years activity focused specifically on

classroom strategies, and these were identified as a highly useful aspect of the session(App 2, Sec 1.2.1), as they also were in feedback from the VCE ESL Teachers Day (App 2,

Sec 4.3.1). Feedback from all activities shows that the use of practical strategies is a

common suggestion for further professional development (App 2, Sec 1.4.1, 2.4.1, 3.4.1

and 4.4.1).

If the feedback for each of the four activities is viewed separately, it becomes clear that

each one can be characterized as containing a different balance of strengths and

weaknesses. Beginning with Classroom Strategies for the Middle Years: Reading &

Writing, this activity was seen as being highly informative, providing participants with

detailed handouts (App 2, Section 1.2.3), resource information (App 2, Sec 1.1.2 and 1.2.4), and

practical activities (App 2, Sec 1.2.1). Yet at the same time a number of participants

thought it covered too much material in a short time (App 2, Sec 1.1.5) and needed to be

much longer (App 2, Sec 1.3.2). This would explain why many felt there was little time for

interactive discussion and activities (App 2, Sec 1.3.1), as already noted above.


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Looking next at Interlacing Sectors: ESL and Special Education/ALBE, this activity

was strong on content information (App 2, Sec 2.2.2 and 2.2.3), and also contained a good

level of participant discussion (App 2, Sec 2.2.1 and 2.5.1), although some participants

would have liked a longer session (App 2, Sec 2.5.3). The two main issues that participants

wanted to explore further were the practical ones of classroom strategies (App 2, Sec

2.4.1) and student assessment and testing (App 2, Sec 2.4.2).

Feedback from the VCE ESL Text Selection activity covers a limited range of

comments, since there were only 6 evaluation sheets collected from a total of 15

participants. Responses indicate this was very much a participant focused, discussion

oriented activity (App 2, Sec 3.2.1), providing a good overview of texts for use in VCE

ESL classes (App 2, Sec 3.3.1). There was also interest expressed in further professional

development on text-based teaching activities (App 2, Sec 3.4.1).

The most popular aspect of the VCE ESL Teachers Day was clearly the opportunity to

interact with other teachers, through discussions, listening to comments, and general

networking (App 2, Sec 4.2.1). Participants saw the activity as contributing to their

repertoire of teaching strategies (App 2, Sec 4.3.1), and also assisting them in variousways to manage and promote ESL in the school context (App 2, Sec 4.3.2). Out of the

various workshops the one on international students was especially popular (App 2, Sec

4.2.2). There were also a handful of negative comments relating to activity contentthat

there were not enough real specifics (App 2, Sec 4.3.3),that one session was largely a

repeat taken from the previous Teachers Day (App 2, Sec 4.5.2), and that there were

not a large variety of workshops (App 2, Sec 4.5.2).

When added together, there were almost 300 attendances at VATMEs professional

development activities during 2002. The 60 evaluation sheets available for this study

have been taken from only a few of these activities, and represent a mere 20 per cent of

all participants throughout the year. Consequently, participant feedback only provides a

partial view of VATMEs recent professional development program as a whole.

Overall, the two most important features of professional development identified in the

feedback are practical activities or strategies that can be used in teaching situations,


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and the opportunity to interact and network with other teaching colleagues. In addition

many participants are concerned that PD activities contain relevant and up-to-date

content matter, and that the length and pace of the activity are appropriate neither too

short nor too rushed.


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5. Survey of VATME membership

5.1 Profile of respondents

The professional development survey (App 3) was mailed out to VATME members,

financial anytime between July 2002 and February 2003. This was a total of 450 (App 4,

Table 1) - composed of 227 individuals, 196 institutions (mainly educational), and 27

complimentary members (other associations and related government bodies). Over half of

these members, individual and institutional, were from Victorian primary and secondary

schools, which are certainly more numerous in the community than post-secondary

providers.

Yet VATME still counts many adult education and university owned language centres

among its membership. In fact, when complimentary memberships are excluded, one

quarter of the surveys were sent to members teaching Adult, Community and Further

Education (ACFE) and English Language Intensive Courses for Overseas Students

(ELICOS). An equivalent number of surveys were distributed to tertiary institutions,

including individual students and teaching staff. It should also be noted that the many

privately run commercial language schools are almost totally absent from VATMEsmembership. Overall, it is not possible to calculate the total number of teachers, both

contract and sessional, covered by VATMEs institutional memberships, nor is it clear

that each institution adequately circulated the survey among its staff. The latter

consideration may partly explain the relatively low response rate, in that only 65 surveys

were returned.

Teachers with over 20 years experience returned the most surveys, followed by those

with 12-20 years experience (App 4, Table 2.1). In fact, these two groups represent 62

percent of all surveys returned. This suggests involvement with professional associations

increases over time. Looking at respondents teaching qualifications (App 4, Table 2.2), over

half were qualified or studying at Graduate level, while almost a third were at Masters or

Doctorate level. This reflects the availability of higher degrees in TESOL at most

universities, and the growing popularity among teachers for upgrading their

qualifications.


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The responses from various types of institution (App 4, Table 2.3) reflect fairly closely the

makeup of VATME membership. Mainstream government schools represent the largest

group with 35 percent of all surveys returned. When combined with government English

language schools this comes to just over 50 percent of respondents. In contrast the

number of replies from non-government schools was small at just under 10 percent. The

degree of response from the ACFE sector was also consistent with its representation in

VATME membership, accounting for almost a quarter of all surveys.

The lack of response from kindergarten/pre-school centres and private training providers

is predictable, since both of these are under-represented by VATME. On the other hand

the total absence of replies from university-based language centres is notable, since all of

them are institutional members of VATME. Although relatively few in number, these

centres are active and high profile commercial enterprises, providing language courses

for international students, especially in the areas of academic and business English. These

silent voices represent a significant group of teachers, whose professional development

views and needs must remain unexplored by this study.

To allow for statistical comparison it was necessary to limit each respondent to a singleinstitution type, and in the few cases of double entries the main institution type was

selected. In contrast, many respondents chose multiple teaching areas (App 4, Table 2.4) as

such areas are often not mutually exclusive. Thus, teachers in the secondary area

represent 57 percent of all surveys returned, around a third of whom are also teachers of

the Victorian Certificate of Education (VCE). Taken by themselves, VCE teachers

represent 22 percent of all surveys.

Two of the most popular teaching areas were new arrivals/migrants and overseas

students, chosen by 31 and 38 percent of respondents respectively. That these areas cut

across various teaching settings can be seen by comparing teaching areas with institution

type, in a cross-tabulation of results (App 4, Table 2.5). Teachers working with new

arrivals/migrants come from mainstream government schools, government English

language schools, as well as from ACFE and the private sector, with the majority in fact


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coming from ACFE. Teachers of overseas students work in the same settings as well as in

non-government schools and tertiary institutions.

15 percent of respondents also work in teacher training, in the different settings of

government English language school, ACFE, and tertiary institution. The few responses

for the areas of early childhood, primary and adult literacy reflect the small number of

VATME members working in these areas.

5.2 Professional development attendance

The 65 survey respondents together attended 38 VATME professional development

activities during 2002 (App 4, Table 3.1). As mentioned in section 4.2 above, there were

almost 300 attendances in total during the year. This survey could therefore be said to

represent the views of roughly 13 percent of all PD attendees. Yet almost two thirds of

those surveyed did not attend any VATME activities at all, and of those who did attend,

about two thirds only attended one activity during the year (App 4, Table 3.2). The most

popular activities were the VCE Teachers Days held in February and December, which

together account for over half of all activities attended by respondents. The next most

popular were the VCE ESL Twilight in April, and the Interlacing Sectors Forum in June.

Some comments can be made regarding PD attendance and respondent profiles. Although

teachers with over 20 years experience returned the most surveys, their attendance at PD

activities was at the same rate as teachers with only 3-6 years of experience (App 4, Tables

3.3.2 & 3.3.5). The lowest attendance rate was for teachers with 12-20 years experience, as

85 percent did not attend any activities during the year (App 4, Table 3.3.4). It appears that a

teachers amount of teaching experience is not a factor influencing participation in

professional development.

Rather than years of experience, a teachers level of qualification seems more of an

indicator of PD attendance. Teachers at Masters level attended PD at a higher rate than all

others. In fact, except for teachers at Doctorate level, rate of participation in professional

development increases along with the level of qualification completed or studying (App 4,

Tables 3.5).


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PD attendance of respondents according to institution type shows some clear contrasts.

On the one hand 70 percent of teachers from mainstream government and 67 percent

from non-government schools attended some PD during the year. The attendance rate was

much less for other groups. A meagre 40 percent of teachers from tertiary institutions

attended PD sessions, while 87 percent of teachers from ACFE and 92 percent from

government English language schools attended no activities at all (App 4, Tables 3.7).

Looking at PD attendance according to teaching area provides further clues concerning

the kinds of teachers involved in VATME professional development during 2002.

Attendance at PDs was highest for teachers working in both VCE, and secondary areas.

After these, primary teachers, and those working with overseas students were most likely

to attend. Participation rates were much lower for teachers working with new

arrivals/migrants, and also in teacher training and adult literacy (App 4, Tables 3.9).

While such contrasts are a useful guide, it should be remembered that comparing the PD

attendance of different groups in this way can only be done on a proportional basis. The

limited number of survey responses means that groups with a low percentage of survey

returns are less significant in a statistical sense.

Overall the surveys show that some teachers were more engaged by VAT MEs

professional development program than others. Teachers with higher qualifications were

more likely to be involved. The predominant group attending PD activities were

secondary teachers from mainstream government schools, especially those teaching VCE.

This is not surprising since out of the ten activities offered by VATME in 2002, seven

related to secondary teaching, including five specifically focussing on VCE. At the same

time there were many teachers from government English language schools and Adult,

Community and Further Education (ACFE) who were under-represented at PD activities.

This is consistent with the low attendance rates generally for teachers of new

arrivals/migrants and adult literacy.


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5.3 Preferred professional development activities

The survey asked teachers to select their preferred PD activity types, presented according

to the following five categories time, length, venue, approach, and content area. The

responses to the first four categories showed no significant variations according to

teacher institution type. On the other hand, when selecting preferred PD content area,

teachers were clearly influenced by concerns particular to their institution. In the

following, responses to each category will be examined in turn.

5.3.1 PD time

Looking first at PD time (App 4, Table 4.1), activities held during school hours were

favoured by a majority of respondents, with two thirds of all surveys selecting this option.

PD held after school hours, which describe most of VATMEs activities, were chosen by

just over half of all respondents. The weekend was rather less popular, with only 20

percent selecting this time as suitable for PD activities.

5.3.2 PD length

Preferred PD length (App 4, Table 4.2) showed a more even spread of response than PD

time. Each option (1-2, 3-4 and 5-6 hours) was chosen by around half of all respondents,

with a slight drop in response for sessions of 5-6 hours. This suggests that activity length

by itself is not a major factor influencing teacher attendance, although longer activities

are probably chosen less often due to restrictions on teachers available time.

5.3.3 PD venue

The venue for most VATME activities is Ross House, located in the Melbourne city

centre. Probably due to its central location, Ross House was chosen by 62 percent of

survey respondents as a suitable venue for PD (App 4, Table 4.3). There was also some call

for alternatives, as 38 percent of all surveys chose other as a venue. Written comments

from this section of the survey (App 5, Sec 1.3) show that travel time is an important issue,

and that a number of teachers would like to attend PD activities in suburban areas closer

to their workplace. University campuses and regional language centres were some of the


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alternative venues suggested. The availability of parking was also of concern to around

10 percent of respondents. Written comments expressed a desire for parking that was

easy, suitable, and free, with one teacher observing that parking in the city is a

nightmare.

5.3.4 PD approach

When choosing which PD approaches they would like VATME to provide, 71 percent of

respondents chose hands-on activities to develop and practice skills (App 4, Table 4.4).

This was followed by lecture-style presentations with a 63 percent response rate. The

other two PD approaches, presenter-guided group discussions and participant-focused

sharing of experiences and ideas, were chosen by only 48 and 38 percent respectively.

Practical activities linked to teaching context are clearly valued highly, along with the

formal presentation of information to participants. The fact that participant sharing was

least popular, after guided discussion, suggests most teachers prefer professional

development which is formally structured and controlled, with clear practical objectives.

5.3.5 PD content areas

The two most popular content areas for PD (App 4, Table 4.6) were practical classroom

strategies/activities, and resource materials, selected by 65 and 62 percent respectively.

This is certainly consistent with the observations made above regarding preferred PD

approach - that is, most teachers want PD to provide practical skills and information.

Communicative language teaching (CLT) was rated third highest content area, at 60

percent of all respondents. Whether CLT is consistent with the use of strategies is

debatable, yet it is still widely recognised as an influential and useful teaching approach.

The least popular content areas were early childhood settings, and early years of

schooling, explained by the fact that only one early childhood teacher responded to the

survey. There was also a fairly low response to personal computer skills, although a

much higher interest in computers in the classroom shows that teachers place more

value on the educational uses of information technology.


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In describing the remaining PD content areas, it is useful to refer to cross-tabulation

according to teachers institution type (App 4, Table 4.7). Besides the top three content areas

already mentioned, the other areas with significant appeal across different institution

types were curriculum development, computers in the classroom, evaluation and

assessment, and research findings. Equally spread, yet of much less interest to most

respondents, were the areas of students with special needs, careers in TESOL, and

government policy issues.

Compared to both government and non-government schools, teachers in the adult sector

(ACFE) showed a wider range of interests. Half of all ACFE teachers selected migrant

and refugee issues, cultural awareness, adult literacy, and reflective teaching skills.

This range of interests is partly accounted for by the large number of migrant students in

the adult sector. This is also the case in government English language schools, which also

showed a relatively high interest in cultural awareness, and migrant and refugee

issues.

Five content areas were of particular interest to mainstream government schools and non-

government schools. These were middle years of schooling, VCE, teaching

overseas students, and English across the Key Learning Areas. In contrast there wasvery little response to the areas of cultural awareness, and migrant and refugee issues.

It is hard to generalise about teachers in tertiary institutions, since only 5 surveys were

returned by this group. Nevertheless, all of these teachers chose research findings as an

area of interest, which clearly relates to the tertiary environment. There was also a high

level of interest shown for teaching overseas students, and government policy issues.

In contrast with all other institution types, tertiary teachers showed almost no interest in

resource materials, an indication of their differing requirements as teacher educators.

In summary, there is a range of broad professional development interests shared by

teachers in all settings. At the same time, teachers from different educational institutions

share their own particular concerns. This variation across institution types is mainly

influenced by differences in student background, and in educational expectations and

requirements.


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5.4 Professional development needs and views

The second half of the survey (App 3) sought more detailed and personalised comments

from teachers. First it asked teachers to describe their main professional development

needs in reference to their teaching context and desired outcomes. Next teachers were

asked for their opinions regarding the key qualities of a successful PD activity. Finally,

they were asked for their overall view of VATMEs PD program and the extent to which

it met their own needs. Appendix 5 presents a complete record of all written comments.

These have been sorted into concept groups to allow the main themes to be identified.

Each comment entry also notes the teachers institution type, and the unique ID number

of the survey from which the response comes (surveys numbered 1 to 65).

5.4.1 Main PD needs

The main professional development need of many teachers is for practical ideas,

strategies, and resources that can be used in the classroom (App 5, Sec 2.14). The high

frequency of comments shows this is the most common concern, expressed by teachers

from all institution types. This is also consistent with the previous survey section which

showed practical classroom strategies/activities was the overwhelmingly preferred PD

content area (App 4, Table 4.6).

There is relatively less interest in theory and research, although this is not insignificant,

with a range of comments across institution types (App 5, Sec 2.16). Other needs expressed

to a similar extent, by a range of teachers, are for classroom computer skills (App 5, Sec

2.2), curriculum and assessment (App 5, Sec 2.4), overseas students studying at secondary

level including the VCE (App 5, Sec 2.13), and how to teach various English language skills

such as grammar, pronunciation, reading, and writing (App 5, Sec 2.6). There was also

broad interest, but to a much lesser extent, in the areas of literacy (App 5, Sec 2.9), mixed

ability classes (App 5, Sec 2.11), and networking with other teachers (App 5, Sec 2.12).

Teachers in the adult sector (ACFE) naturally showed a high level of interest in

professional development focussing on adult learners (App 5, Sec 1.5.1 & 2.1). Also of

concern in the adult sector were management and leadership skills, including the funding

and policy of language programs (App 5, Sec 2.8). In addition, there was some interest


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shown for career opportunities for TESOL teachers (App 5, Sec 2.22), workplace

expectations for students (App 5, Sec 2.24), and racism in the classroom (App 5, Sec 2.3).

Preparing students for the Victorian Certificate of Education (VCE) is clearly of central

importance for many English language teachers in mainstream government, and non-

government schools (App 5, Sec 2.17). They express a need for useful resources, techniques

and strategies, especially regarding the teaching of essay writing. There is a smaller

degree of interest in teaching primary and middle years students (App 5, Sec 2.15). Some

teachers in these schools were also concerned with catering to individual student needs

(App 5, Sec 2.20), working with other subject areas including mainstream English (App 5, Sec

1.5.4 and 2.10), assisting second phase learners (App 5, Sec 2.18), and also using more

interactive approaches to language teaching (App 5, Sec 2.7). The need for more interactive

and creative approaches to teaching is shared by some teachers working in government

English language schools. These teachers were also notable for expressing an interest in

issues of cultural awareness (App 5, Sec 2.3), something noted already when discussing

preferred PD content areas (App 4, Table 4.7).

In addition to the above-mentioned areas, there were one or two comments on the need

for PD relating to teacher training (App 5, Sec 2.21), ELICOS (App 5, Sec 2.5), students withspecial needs such as learning disabilities (App 5, Sec 2.19), and also time management (App

5, Sec 2.23).

5.4.2 Key qualities of successful PD

Providers of professional development should be especially interested in what teachers

think are the key qualities of a successful PD activity. Total responses were sorted into 17

different concept groups identifying common themes (App 5, Sec 3). In terms of frequency

mentioned (shown in brackets), these themes can be ordered as follows:


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1 Practical ideas & resources (34)

2 Relevance (18)

3 Interaction (13)

4 Atmosphere / Presentation (12)

5 Approaches & activities / Use of time (8)6 Hands-on activities / Handouts (6)

7 Aims & outcomes / Theory & research / Networking / Time & venue (5)

8 Specific content / Food (4)

9 Follow-up (2)

10 Cost (1)

As seen in previous sections of this survey, teachers value professional development

that is above all practical (App 5, Sec 3.11). A perusal of the comments made, indicates ageneral belief that teaching involves the application of information, ideas, or

strategies, and PD is seen as providing these to the teacher. Although one teacher did

mention opportunities for reflection (App 5, Sec 3.9, #65), there was otherwise no

reference to PD as an ongoing process involving the gradual growth of awareness.

Instead teachers generally desire learning with immediate practical value in the

classroom, that can be utilized (or discarded or passed on) immediately as one

teacher put it (App 5, Sec 3.11, #57).

The second most mentioned quality of successful PD is that of relevance (App 5, Sec

3.13). This is variously described as relevance to participant interest and need, to

classroom context, to students, and to specific teaching areas. This certainly seems to

be a key motivation for teachers to attend any specific activity. The number of

comments made may also indicate a certain amount of disappointment in the past, with

PD failing to meet teachers expectations.

After practicality and relevance, the next three qualities of successful PD most

frequently mentioned are interaction, atmosphere, and presentation. Interaction is

generally described by respondents as the sharing of ideas and experiences among

teachers themselves, mainly through discussion (App 5, Sec 3.9). Only two comments

refer to group work (App 5, Sec 3.9 #62) and group and pair tasks (#52) that are

presumably more structured. The atmosphere of a successful PD activity is seen as


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being engaging, stimulating, challenging, and friendly (App 5, Sec 3.3). For one

respondent, whose comment stands out, it is even inspirational (App 5, Sec 3.3, #52).

Both the atmosphere of an activity and the amount of interaction between participants

depends to great extent on the presenter. Good presenters are described as interesting,

experienced, knowledgeable, and well prepared (App 5, Sec 3.12).

A range of other comments define more exactly what is often expected of successful

presenters. They use a variety of approaches and activities (App 5, Sec 3.2), including

hands-on activities (App 5, Sec 3.8). They use time effectively, presenting in a reasonable

length without trying to cover too much (App 5, Sec 3.17). They provide participants with

useful handouts that are clear and comprehensive (App 5, Sec 3.7). They make sure the

purpose of the activity, or its aims and outcomes, are clearly understood (App 5, Sec 3.1).

They also make reference to the latest theory and research (App 5, Sec 3.15).

Various other aspects of successful PD mentioned by respondents are - networking with

other teachers (App 5, Sec 3.10), convenient time and location (App 5, Sec 3.16), and good

food (App 5, Sec 3.6). The chance to follow-up a PD activity is mentioned only twice (App

5, Sec 3.5), suggesting teachers regard activities as self-contained educational units.

There is only one reference to cost (App 5, Sec 3.4), perhaps because many teachers are

provided with professional development funding by their schools.

5.4.3 Opinions of VATMEs PD program

Respondents from mainstream government and non-government schools attended more

PD activities during 2002 than other groups (App 4, Tables 3.7). It is therefore not

surprising that these teachers made the most comments regarding VATMEs PD

program. General positive comments describe the program as very good, helpful, and

excellent (App 5, Sec 4.1.1). Aspects of the program that are highlighted for praise include

relevance and currency (App 5, Sec 4.1.2), pre-organisation and planning (App 5, Sec 4.1.3),

supportive environment (App 5, Sec 4.1.4), and range of presentations (App 5, Sec 4.1.6).

Although teachers in the adult sector made some positive comments, many were critical

of VATMEs program for being too school-oriented and not relevant to adult learners

(App 5, Sec 4.3.2). This appears to be the main reason for low attendance at PD by these


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teachers. Comments include, I didnt find any courses suitable to attend (#44), my

PD needs were not met at all (#46), and there hasnt been much PD for me in the

VATME program for the last 12 months or so (#55). Some teachers also wanted more

on new arrivals and migrants (#62), ALBE and ELICOS (#63), and overseas students

preparing to study at tertiary level (#31).

Some school and tertiary teachers also thought the PD program was not relevant,

although few of these provided further details (App 5, Sec 4.3.14). One teacher from a

government English language school thought the program was not specialized enough,

and desired more on theoretical and research issues (#34). There was some call for more

PD relating to teacher educators (App 5, Sec 4.3.14, #60 & Sec 5.4, #65), with one respondent

also calling for more focus and more locally delivered PD informed by teacher

networks (App 5, Sec 5.5, #60).

Various aspects of VATMEs program also received some criticism, each one with a

handful of comments from respondents. Those mentioned more often were

inconvenient time and location (App 5, Sec 4.3.5 & 4.3.6), lack of organization (App 5, Sec

4.3.3), and varied quality (App 5, Sec 4.3.4). A lack of opportunities for networking and

discussion was also mentioned, with one respondent feeling that VATME hasdistanced itself from its members and there is not the feeling that if we attend PD there

will be an atmosphere of networking and a sense of familiarity (App 5, Sec 4.3.7 # 18).

Other items of concern were that the PD program was not broad enough in scope and

variety (App 5, Sec 4.3.12), not practical enough (App 5, Sec 4.3.13), and sometimes out of

date or misinformed (App 5, Sec 4.3.8). In addition, two secondary teachers called for

more full-day PD activities, similar to those already provided specifically for VCE

teachers (App 5, Sec 4.3.9).

As already noted in a previous section (5.2), two thirds of respondents attended no PD

activities during 2002. The high number of comments made referring to lack of

relevance (App 5, Sec 4.3.2 & Sec 4.3.14) would seem to be related to this low attendance

rate. This is confirmed, as a scrutiny of survey returns showed most teachers making

this criticism had in fact attended no PD activities at all.


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There is a broad range of criticism identifying more specific issues of concern. Yet each

of these issues received only a few comments from respondents. This would seem to

indicate that PD attendees are generally satisfied with VATMEs PD program.

Nevertheless, when taken as a whole, these criticisms do suggest that VATME could be

more consistent in meeting attendees expectations across a number of areas.


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6. Conclusions

The number and range of responses to this survey was less than originally anticipated.

Any generalisations made from the 65 survey returns can only be tentative. Very little

can be said regarding teachers working in early childhood, primary schools, and adult

literacy, due to paucity of response. This was partly anticipated due to their low

VATME membership rates. The total absence of teachers from university-based

language centres was unexpected, and the views of these teachers, many working on a

sessional basis, could not be explored. This also explains the absence of comments

relating to the teaching of academic or business English.

The overall results of this study help to confirm the view that TESOL teachers share

common concerns regarding their professional development. These are predominantly

about gaining practical information and skills, and attending activities that are relevant

to their area of teaching. The range of other interests teachers share include curriculum

development, evaluation, computers, and research findings.

The survey suggested teachers in the adult sector had a wider range of interests

compared to teachers working in the schools sector. This is partly explained by the

greater concentration of migrant students and the different educational objectives of

adult education. It is also worth recalling the view, mentioned in Section 2.2, that

teachers in the adult sector experience more change and insecurity in their employment.

This makes them in need of more liberal professional development offerings from

which to choose in order to meet their changing needs (Waites 1999: 465).

Overseas and migrant students are two particular areas of interest for many teachers.Yet it should be noted that teachers of overseas or international students are more

widely spread, through schools, private language centres, and tertiary institutions. In

comparison, teachers concerned with issues of migrant language education are more

often employed in government English language schools, and adult education

providers. It was these teachers who were less well catered for by VATMEs PD

program, as indicated by their low participation rate.


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Overall, from a total of 65 respondents, only 25 attended any PD activities during 2002.

At 38 percent this overall participation rate appears consistent with the study by

Conners (1991: 65), showing only 34 percent of teachers were involved in professional

association activities. Even so, this finding is not encouraging in a survey of

professional association members themselves.

The type of professional development that most teachers valued was interesting, up to

date, relevant, and above all practical. PD activities were generally seen as one off

events, providing strategies and resources that were immediately useful in a teaching

context. This approach differs somewhat from the view that professional associations

should generate approaches to collegial inquiry that will enable classroom teachers to

reflect upon their work, to assess their teaching methods and to refine their specialist

teaching skills (Crowther, 1991: 9). Reflection and self-analysis seems to be less of a

priority for those participating in VATMEs program.

It is not certain to what extent VATMEs PD program encourages professional

collegiality among its members, of the kind discussed in the opening introduction.

Certainly interaction and discussion is valued by many teachers. Yet respondents

views of VATMEs PD program failed to highlight the collegial building networks as asignificant feature of PD attended.

The results of this study suggest a number of ways VATME could make its PD

program more attractive to its wider membership. Although VCE and secondary

teachers were well catered for, teachers in the adult sector, in government English

language schools and in tertiary institutions were much less engaged. These teachers

clearly called for professional development which includes or focuses on their

concerns. PD programs relating to adult learning, and especially migrant education,

would be well worth developing alongside the school-focused activities.

A number of respondents were also discouraged by the location and time of VATMEs

activities. Teachers working in regional and suburban areas find it especially hard to

travel to the central city, especially immediately after work during peak hour traffic.

Although many teachers are happy with PD activities provided in a central location in


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the late afternoon, there is still some need for more accessible alternatives as well. As

some teachers suggested, regionally-based language schools and higher institutions

may be viable options for presenting PD. Providing some short activities in the evening

hours, and more half or full day activities was also mentioned by some respondents. In

general, the survey findings indicate that a greater variety of PD formats would meet

the needs of a wider membership.

Despite the popularity of many of activities, some comments indicate that networking

among teachers could be encouraged in more creative ways. In one teachers opinion:

There doesnt seem to be a forum for discussion. I understand VATME struggles to

facilitate ongoing discussion/networking between teachers (usually explained as oh I

just havent got the time) yet your PD sessions seem to be very well attended and full

of people desperate for useful information (App 5, Sec 4.3.7, # 57). This teachers

comment is interesting in suggesting that a particular atmosphere conducive to

communication may be absent, even though an activity is well-attended.

The extent to which VATME promotes professional collegiality among its members

relies to great extent on the opportunities it provides through professional development.

Yet it seems fair to say this is not simply a matter of bringing people together andproviding them with a range of teaching tools. It also involves fostering a culture of

learning that promotes thoughtful communication. Hopefully this study will contribute

somewhat to this process of reflection and sharing among English language teachers.


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APPENDIX 1LIST OF VATMES 2002 PROFESSIONAL DEVELOPMENT ACTIVITIES

1. VCE ESL Teacher DayMonday, 25 February, 9.00 am3.15 pm

Ross House, 247 Flinders Lane, Melbourne

(84 attendees)

Sessions by various presenters on text analysis, language analysis, writing task, note-taking and Year 11

2. Classroom Strategies for the Middle Years: Reading & WritingThursday, 14 March, 4.306.00 pm

Centre for Adult Education, 256 Flinders Street, Melbourne

(21 attendees)

Presented by Janet Saker - ESL Project Officer, Victorian Department of Employment & Training.

3. VCE ESL Twilight: Writing TasksThursday, 18 April, 4.306.00 pm


(24 attendees)

Presented by Glynis Rose (Chief Assessor) and Rosemary McLoughlin (Assistant Chief Assessor).

Samples of Writing Tasks are examined with attention to Writing Task 3. Alongside discussion on

teaching strategies the focus of the session is on outcomes.

4. Victorian Institute of Teaching: Implications for ESL TeachersThursday, 2 May, 4.306.00 pm


(18 attendees)

Presented by the Victorian Institute of Teaching, the aim of this activity is to gain an overview of the role

of the VIT and to open up discussion on implications of the VIT for TESOL in areas such as professional

standards, teacher registration and professional development.

5. New/Beginner ESL Teachers: Dinner and DiscussionThursday, 30 May, 4.306.15 pm

Golden Gate Hotel, 238 Clarendon St. South Melbourne

(16 attendees)

Dianne Cullen (TESOL Lecturer, Australian Catholic University) speaks on contrasts between the

perception of how ESL programs should operate within the school context, and the reality of what

actually happens. Case studies of teachers working in the second language area are used to explore the

tensions and the possibilities for resolution.

6. VATME Twilight Forum: Interlacing Sectors ESL, & Special Education/ALBEThursday, 13 June, 4.306.00 pm


Centre for Adult Education, 256 Flinders Street, Melbourne

(Two seminars run concurrently with a total of 44 attendees)

1. ESL and Special Education: Working Together, presented by Andrea Harms - ACTA President and ESL

Consultant. An interactive workshop presenting materials from a project involving South Australian & VictorianESL & Special Needs teachers.

2. ESL-ALBE: Working Together, presented by Anna Walker - ESL Coordinator Centre for Adult

Education (CAE). A workshop on subject-based classes for A

What Do English Language Teachers Want from Professional Development? - by Jason Beale

Documents