The effectiveness of specific workshops on improving cycle two teachers' teaching practice

Abstract

This thesis reports on an investigation that looked into the role workshops can play in a teacher’s professional development agenda. Workshops were designed based on the results of an internal survey meant to identify what topics teachers thought would be most relevant for their professional development. The target population included teachers who attended these workshops. The data was gathered using individual interviews, a survey instrument, and classroom observations. After the analysis of the data, the findings concluded that workshops had a positive impact on enhancing teachers’ classroom practice. The teachers in the study seemed to have expanded their professional skills as a result of the workshop content. Teachers were able to implement the strategies they learned from the workshops and consequently improve their practices inside their classrooms. The findings from this study indicate that targeted workshops can be a meaningful part of teachers’ professional development agendas.