Exploring Primary English Teachers’ Perceptions and Classroom Application of In-service Training: A Qualitative Case Study
DOI:
https://doi.org/10.32350/uer.91.05Keywords:
classroom practice, English teachers, in-service training, primary teacher, professional development, qualitative case studyAbstract
The current qualitative case study sought to investigate the impact of three-days six hours in-service training programme on the perceptions and classroom practices of English teachers from a private primary school in Karachi, Pakistan. The sample size comprised six participants who were selected through purposive sampling based on predefined selection criteria. Data was gathered through 25-30 mins’ semi-structured interviews and post-training classroom observations of each participant. Analysis of the data was done thematically. It was found that the teachers viewed the training as practical and applicable in their classrooms, mentoring and administration assistance is essential, and the integration of learner-centred instruction approaches was possible despite the constraints in the classroom setting. In summary, the current qualitative case study provided specific information about the perceptions and utilization of in-service training programmes among teachers, and hence, is not meant to be generalized.
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