First Phase Intervention Observations

As a result of the first intervention phase above, the observations and feedback below were collected during and after the intervention phase. This was important and crucial in assessing the intervention and making the necessary changes and improvements required for it to be more effective in the following phase. Observations and data identified was made through tabulations of frequency of occurrences, noted numerical data collected through the needs assessment questionnaires in addition to my own observations which generally related identified data to existing practices in the field. Training Content

· The majority of the participants indicated their preference towards having the demonstration lessons included in training conducted by the trainers in order for them to view recommended practices in action.

· The majority of the participants noted that workshops alone were not considered enough for them to understand the effectiveness and applicability of recommended practices. Teachers noted a preference to seeing a role model implement recommended practices discussed in sessions.

· The majority of the participants expressed a preference towards the sessions conducted in the second week of the training, due to them being more hands on and activity based rather than discussions led by a trainer.

· All teachers noted that they had benefited from the training sessions and discussions forums conducted.

· All participants noted the necessity of having opportunities to be involved in exchange programmes with other teachers from the EU. This would give them the opportunity to reflect on experiences with other language teachers while using English as a medium of communication with one another.

· During discussion forums, participants were more open to sharing ideas and raising their concerns, particularly those of a younger age group with less than six years of experience.

· Due to the lack of computer competence in the majority of teachers, the use of digital resources in the classroom was limited. Only a couple of younger participants managed to use PowerPoint presentations in their lessons. Teachers expressed their discomfort when using resources and expressed preference towards more conventional methods.

· Several participants noted their willingness to share their experiences in future training conventions.

Delivery of Training

· The majority of participants expressed strong preference to have trainers that had experience in working with students coming from the UAE or other areas of the Gulf. They explained that trainers who did not have such experience would mean that they would be unable to relate to the teachers’ experiences.

· All teachers expressed interest in associating training content and pedagogies to the materials they teach, and constantly referred to their course materials for trainers to use as examples. Teachers felt the need to associate addressed areas to the materials they were using.

Teachers’ Attitudes

· Teachers with over twelve years’ experience seemed to be the most resistant towards recommended practices. Such teachers insisted that there was a need for

a traditional approach to be used within the UAE as in other Arab countries in order to best control teacher performance in the classroom. They also assumed that students were yet not ready for current practices used globally.

· Teachers with over twelve years’ experience did not appear to appreciate the necessity to accommodate students’ interests in their practices and strongly disagreed with the need to use more modern student-centred approaches.

· Teachers with over twelve years’ experience seemed to express their discomfort towards training sessions led by expatriate trainers through disruptive comments that often initiated a long debate towards the applicability of recommended practices in their classrooms. They also questioned the actual need to have participants change their teaching practices having used them for so long.

· Teachers with more than twelve years’ experience did not appear to welcome the observations conducted by the researcher.

· Novice and less experienced teachers seemed to be more open towards recommended practices in the training and expressed serious interest in further engaging themselves in such practices.

· Novice and less experienced teachers were more engaged in training sessions and worked as active participants during the two weeks of intensive training in which they were involved. They were also the most active during formal and informal discussions held after the training sessions.

· Novice and less experienced teachers were more welcoming towards having their lessons observed by the researcher after being exposed to the training. This was in order to reflect on the gained learning practices and experiences they applied in their classrooms.

· Teachers seemed to be more engaged and motivated to share their experiences, views and interests before the training, knowing that their input would be seriously considered and taken as the basis of forthcoming training programmes. · All teachers expressed interest in being further engaged in similar training

sessions that addressed their previously defined needs, and noted their willingness to actively take part in workshops to share their own experiences as teachers.

Implementing Recommended Practices

· The majority of novice and less experienced teachers seemed to welcome newly recommended practices they had experienced during the training and used them in their classroom, but faced a serious issue with their supervisors who limited their opportunities to further engage in such current practices.

· Female participants seemed to be more receptive to recommended practices and experimented with their students. The majority of male students however struggled with the concept of changing their approach in teaching, and seemed to have particular concerns about their ability to effectively control and monitor the classroom.

· The majority of teachers struggled with their own language communication skills, particularly when having the opportunity to use English in an informal context during discussions, where they were required to provide oral response towards unexpected prompts led by the researcher or other teachers among the group.

4.4.4 Developed Interventions in Response Teaching Population Characteristics