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The study examines educators’ needs and expectations for future INSET, grounded in beliefs about effective CPD and how CPD providers can better support professional growth and student achievement. Data were gathered through qualitative profile questionnaires, focus group interviews and individual interviews, followed by an online survey, tracking CPD journeys of three teacher groups.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-framework-on-exploring-primary-school-english-language-teachers-perceptions-oftheir-continuing-professional-development-in-malaysia/592713/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-framework-on-exploring-primary-school-english-language-teachers-perceptions-oftheir-continuing-professional-development-in-malaysia/592713.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What issue does the paper address about CPD in Malaysia?","Question",{"text":112,"@type":113},"The paper addresses concerns that CPD providers often use a cascade model, with teachers rarely consulted about their needs or learning preferences, affecting the quality and relevance of INSET.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the study aim to find from teachers’ perspectives?",{"text":117,"@type":113},"It focuses on teachers’ perceptions of their INSET experiences, CPD models they prefer, the effect of CPD on classroom practice, and their future expectations regarding professional and pupil needs.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the research conducted?",{"text":121,"@type":113},"The study used qualitative surveys (profile questionnaires), focus group interviews and individual interviews, followed by an online survey of all research participants, and tracked CPD journeys of three educator groups.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592713,1792168104,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","A Framework on Exploring Primary School English Language Teachers’ Perceptions oftheir Continuing Professional Development in Malaysia  \nBy Elaine Ling Ling Pang􀀍  \nDavid Wray†  \nThe national concern to improve in-service training (INSET) for English language teachers in Malaysia has led to the need to reshape continuing professional development (CPD). CPD providers in Malaysia tend to conduct training using the cascade model and teachers are hardly consulted about their needs or learning preferences. This is likely to have a significant impact on the quantity and quality of INSET for teachers in a top-down national priority driven system. The research to be reported in this paper focuses on the perceptions of a group of Malaysian primary school English language teachers of their INSET experiences, the CPD models they prefer, and their perceptions of the effect of CPD on their classroom practice. The research also aims to identify their future expectations of INSET in terms of their professional development needs and their pupils’ needs. Qualitative survey research was undertaken using profile questionnaires, focus group interviews and individual interviews, followed by an online survey of all research participants. The researcher followed the CPD journey of three groups of primary school educators, selected using convenience sampling and purposeful sampling. This paper suggests a framework to investigate teachers’ views about their needs. This would shed light on how CPD providers can enhance teachers’ professional development and thus student achievement.  \nKeywords: continuing professional development (CPD), framework, in-service training (INSET), teacher education.  \nIntroduction: The Wider Context of the Study  \nMalaysia uses an outcome based education system. The national curriculum document states that by the end of their educational experience, pupils should have achieved the goals set out in the curriculum. In order to train English teachers in Malaysia in a short time to implement the new curriculum, the cascade model of continuing professional development (CPD) is preferred. It uses the top-down model of curriculum development.  \nThis study explores the perceptions of a group of teachers‟ on their CPD journey and capture their views on the types of CPD activities they experience based on their beliefs of what good CPD is. Their views are pertinent as they have given suggestions on how the whole process of In-Service Education of Teachers (INSET) could be improved to cater to their individual needs,  \n􀀍 PhD Student, University of Warwick, UK.  \n† Professor, University of Warwick, UK.  \n[https://doi.org/10.30958/aje.4-1-4](https://doi.org/10.30958/aje.4-1-4) doi=10.30958/aje.4-1-4  \nstudents‟ needs, school needs and national needs. This paper suggests a framework to investigate teachers‟ views about their professional development needs. This would shed light on how CPD providers can enhance teachers‟ professional development and thus student achievement. The findings presented was obtained from the field work which was conducted between May to July 2015.  \nBackground  \nThere is a national concern to improve the level of education in Malaysia and this has led the Ministry of Education to revise the national curriculum. In 2010, the Ministry introduced the Malaysian Curriculum Standard Document (KSSR) and in 2013, the Malaysia Education Blueprint (2013-2025) introduced eleven shifts to transform the education system (Ministry of Education Malaysia, 2013) .  \nIn line with this transition, one of the shifts aimed to upgrade the quality of CPD for teachers. This has led to a reshaping of the type of courses and the delivery mode for CPD on a national level. In 2014, the Ministry of Education (Teacher Education Division, 2014) introduced the CPD Masterplan (Pelan Pembangunan Professionalisme Berterusan) which aimed to be implemented together with the shifts outlined in the Malaysia Education Blueprint.  \nLiterature Review  ","cbCaieWSbaGom9sL","https://ap.wps.com/l/cbCaieWSbaGom9sL","pdf",493472,14,"English","# Introduction: The Wider Context of the Study\n## Background\n# Literature Review\n## Key concepts in curriculum and teacher development","[{\"question\":\"What issue does the paper address about CPD in Malaysia?\",\"answer\":\"The paper addresses concerns that CPD providers often use a cascade model, with teachers rarely consulted about their needs or learning preferences, affecting the quality and relevance of INSET.\"},{\"question\":\"What does the study aim to find from teachers’ perspectives?\",\"answer\":\"It focuses on teachers’ perceptions of their INSET experiences, CPD models they prefer, the effect of CPD on classroom practice, and their future expectations regarding professional and pupil needs.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study used qualitative surveys (profile questionnaires), focus group interviews and individual interviews, followed by an online survey of all research participants, and tracked CPD journeys of three educator groups.\"}]","A Framework on Exploring Primary School English Language Teachers’ Perceptions oftheir Continuing Professional Development in Malaysia | PDF",1792075191,35]