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Data were collected via an online discussion group plus semi-structured and focus group interviews with participating teachers. Results show that the centralized top-down CPD approach reduces CPD success, while the proposed participatory model improves teachers’ CPD engagement. Noted change includes shifts in teachers’ beliefs, CPD-related practices, and even students’ reading habits.",{"@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/omani-english-as-a-foreign-language-teachers-views-about-participatory-professional-development/593035/",{"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/omani-english-as-a-foreign-language-teachers-views-about-participatory-professional-development/593035.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research method was used to study CPD for TESOL teachers in Oman?","Question",{"text":112,"@type":113},"The study used an action research methodology. Data were gathered through an online discussion group and semi-structured and focus group interviews with participant teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the current CPD system in Oman negatively affect CPD success?",{"text":117,"@type":113},"The centralized, top-down structure limits teachers’ involvement in decision-making about their CPD. This mismatch was linked to reduced confidence and motivation.",{"name":119,"@type":110,"acceptedAnswer":120},"What changes did teachers and students show under the participatory CPD model?",{"text":121,"@type":113},"The participatory model had a positive impact on teachers’ CPD. Three change aspects were observed: teachers’ beliefs, their CPD practices, and changes in students’ reading habits.","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},593035,1792165889,{"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":39,"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},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Omani English as a Foreign Language Teachers’ Views about Participatory Professional Development  \n*  \nBy Khadija AlBalushi  \nThis paper reports the findings ofa study that develops a participatory model for TESOL teachers’ continuous professional development (CPD) in Oman. This study used an action research methodology and data were collected using an online discussion group, semi-structured and focus group interviews with participant teachers. The findings indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The evaluation of the participatory model of CPD adopted in this study showed that this model has a positive impact on participant teachers’ CPD and three aspects of change were noticed: teachers’beliefs, their practices about CPD, and change in students (e.g., their reading habits). The data showed that the participatory model of CPD enabled teachers to make decisions regarding their CPD and encouraged them to play the role of critical reflective practitioners as well as preparing them as future transformative intellectuals.  \nKeywords: CPD, in-service courses, TESOL, teacher professional development, participatory professional development.  \nIntroduction  \nContemporary approaches to teacher professional development (hereafter PD) have evolved along with the paradigm shifts in teacher learning. Key shifts include a move away from transmission models of teachers’ learning to more constructivist views that assume teacher-learners to be self-directed in their own professional learning and growth (Al-Balushi, 2017; Beach, 2017; Hung & Yeh, 2013). Along the same line, there is a growing awareness of the potential of teachers’collaboration to encourage their learning (Vangrieken, Meredith, Packer, & Kyndt, 2017; Al-Balushi, 2017; Reilly & Literat, 2012). However, evidence from research done in Oman showed that teachers’ continuous professional development (hereafter CPD) is currently imposed on teachers through in-service education and training of teachers (hereafter INSET) courses and workshops as well as other forms ofCPD. Moreover, in-service TESOL teachers showed an interest in having a more active role in participating in their CPD process (Al-Lamki, 2009; AlYafaee, 2004). Given this, the general aim of this study is to examine Omani inservice TESOL teachers’ CPD and to improve CPD in the in-service TESOL context in Oman through introducing a participatory model of CPD in Education to a group of TESOL teachers.  \n*  \nAcademic Programmes Senior Specialist, Ministry of Higher Education, Research and Innovation, Oman.  \n[https://doi.org/10.30958/aje.9-1-10](https://doi.org/10.30958/aje.9-1-10) doi=10.30958/aje.9-1-10  \nTESOL Teachers’ CPD in Oman  \nIn the Omani context, a number of Omani researchers investigated the effectiveness of the CPD programmes offered by the Ministry of Education in Oman for in-service TESOL teachers. Al-Lamki (2009) used questionnaires and semi-structured interviews to investigate the beliefs and practices related to Omani TESOL teachers CPD. The study found that the CPD system adopted by the Ministry for TESOL [teachers.is](teachers.is) an important factor affecting the effectiveness of the CPD programmes offered to those teachers. The participant teachers in this study expressed their desire in playing a more active role in their CPD process. Yet, the CPD system is planned and delivered following a top-down approach in which teachers’ involvement in making decisions regarding their CPD is limited. The results showed how such mismatch may negatively affect teachers’ confidence and motivation towards CPD.  \nA number of other studies found some challenges and/or factors affecting TESOL teachers’ CPD in Oman. Teachers’ understanding and application of the CPD initiatives is found to be a significant factor as found by Al-Hakamani (2011). Other factors are TESOL teachers’ overload of work, lack o","cbCaivNga2kRo1cM","https://ap.wps.com/l/cbCaivNga2kRo1cM","pdf",779387,25,"English","# Introduction\n## Contemporary approaches to professional development\n## Omani TESOL teachers’ CPD context\n# TESOL Teachers’ CPD in Oman\n## Ministry-provided CPD and teacher involvement\n## Challenges affecting CPD effectiveness\n# Models of CPD","[{\"question\":\"What research method was used to study CPD for TESOL teachers in Oman?\",\"answer\":\"The study used an action research methodology. Data were gathered through an online discussion group and semi-structured and focus group interviews with participant teachers.\"},{\"question\":\"Why does the current CPD system in Oman negatively affect CPD success?\",\"answer\":\"The centralized, top-down structure limits teachers’ involvement in decision-making about their CPD. This mismatch was linked to reduced confidence and motivation.\"},{\"question\":\"What changes did teachers and students show under the participatory CPD model?\",\"answer\":\"The participatory model had a positive impact on teachers’ CPD. Three change aspects were observed: teachers’ beliefs, their CPD practices, and changes in students’ reading habits.\"}]","Omani English as a Foreign Language Teachers’ Views about Participatory Professional Development | PDF",1792076457,63]