A Corpus-driven Scoping Systematic Review of Four Decades of Teacher Professional Development Research: Exploring Research Foci, Content Areas, Designs Methods and Trends
This study represents the findings of a systematic review (SR) of literature in the teacher professional development (TPD) domain to outline the research patterns through content examination of 199 research articles (RAs) in the area of TPD over the previous 40 years (1982 -2021). RAs were investiga...
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| Format: | Article |
| Language: | English |
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University of Tabriz
2021-11-01
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| Series: | Journal of English Language Teaching and Learning |
| Subjects: | |
| Online Access: | https://elt.tabrizu.ac.ir/article_14004_1f31392a228b74f9b4258dc087f5e399.pdf |
| _version_ | 1797256808775024640 |
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| author | Farzaneh Arjmand Mohammad Shabani Reza Khani Abbas Zarei |
| author_facet | Farzaneh Arjmand Mohammad Shabani Reza Khani Abbas Zarei |
| author_sort | Farzaneh Arjmand |
| collection | DOAJ |
| description | This study represents the findings of a systematic review (SR) of literature in the teacher professional development (TPD) domain to outline the research patterns through content examination of 199 research articles (RAs) in the area of TPD over the previous 40 years (1982 -2021). RAs were investigated and their research content areas, utilized research methods, data collection procedures, and findings were analyzed and coded. The broad investigation of the RAs showed a wide variety of themes that corresponded to 22 research areas. TPD program effects, TPD & technology, and TPD & Sociolinguistics were the most searched content areas. It was also found that the qualitative method with 52.26% of occurrences appeared to be the dominant research method used in RAs. Exploring data collection procedures, it was uncovered that interview, questionnaire and observation were the main data collection strategies utilized within the TPD RAs. Analyzing the findings, changes in teacher practices, attitudes and knowledge, learner achievements, and determining priorities for TPD programs were the most reported findings in TPD RAs. This corpus-driven SR underpins the notion that TPD makes a difference in altering teachers’ practices and attitudes and improves learner abilities if specific characteristics are taken into account in the planning and administration of TPD programs. |
| first_indexed | 2024-04-24T22:27:38Z |
| format | Article |
| id | doaj.art-dd9c881d116d4f55b16f795ae4cfc811 |
| institution | Directory Open Access Journal |
| issn | 2251-7995 2676-6876 |
| language | English |
| last_indexed | 2024-04-24T22:27:38Z |
| publishDate | 2021-11-01 |
| publisher | University of Tabriz |
| record_format | Article |
| series | Journal of English Language Teaching and Learning |
| spelling | doaj.art-dd9c881d116d4f55b16f795ae4cfc8112024-03-19T22:27:48ZengUniversity of TabrizJournal of English Language Teaching and Learning2251-79952676-68762021-11-011328395910.22034/elt.2021.47750.243514004A Corpus-driven Scoping Systematic Review of Four Decades of Teacher Professional Development Research: Exploring Research Foci, Content Areas, Designs Methods and TrendsFarzaneh Arjmand0Mohammad Shabani1Reza Khani2Abbas Zarei3Department of English Language & Literature, Imam Khomeimi International University. Qazvin, Iran.Department of English Language & Literature, Imam Khomeimi International University. Qazvin, Iran.Department of English Language & Literature, Ilam University. Ilam, Iran.Department of English Language & Literature, Imam Khomeimi International University. Qazvin, Iran.This study represents the findings of a systematic review (SR) of literature in the teacher professional development (TPD) domain to outline the research patterns through content examination of 199 research articles (RAs) in the area of TPD over the previous 40 years (1982 -2021). RAs were investigated and their research content areas, utilized research methods, data collection procedures, and findings were analyzed and coded. The broad investigation of the RAs showed a wide variety of themes that corresponded to 22 research areas. TPD program effects, TPD & technology, and TPD & Sociolinguistics were the most searched content areas. It was also found that the qualitative method with 52.26% of occurrences appeared to be the dominant research method used in RAs. Exploring data collection procedures, it was uncovered that interview, questionnaire and observation were the main data collection strategies utilized within the TPD RAs. Analyzing the findings, changes in teacher practices, attitudes and knowledge, learner achievements, and determining priorities for TPD programs were the most reported findings in TPD RAs. This corpus-driven SR underpins the notion that TPD makes a difference in altering teachers’ practices and attitudes and improves learner abilities if specific characteristics are taken into account in the planning and administration of TPD programs.https://elt.tabrizu.ac.ir/article_14004_1f31392a228b74f9b4258dc087f5e399.pdfkeywords: teacher professional developmentsystematic reviewcontent areasresearch methodsdata collection proceduresresearch findings |
| spellingShingle | Farzaneh Arjmand Mohammad Shabani Reza Khani Abbas Zarei A Corpus-driven Scoping Systematic Review of Four Decades of Teacher Professional Development Research: Exploring Research Foci, Content Areas, Designs Methods and Trends Journal of English Language Teaching and Learning keywords: teacher professional development systematic review content areas research methods data collection procedures research findings |
| title | A Corpus-driven Scoping Systematic Review of Four Decades of Teacher Professional Development Research: Exploring Research Foci, Content Areas, Designs Methods and Trends |
| title_full | A Corpus-driven Scoping Systematic Review of Four Decades of Teacher Professional Development Research: Exploring Research Foci, Content Areas, Designs Methods and Trends |
| title_fullStr | A Corpus-driven Scoping Systematic Review of Four Decades of Teacher Professional Development Research: Exploring Research Foci, Content Areas, Designs Methods and Trends |
| title_full_unstemmed | A Corpus-driven Scoping Systematic Review of Four Decades of Teacher Professional Development Research: Exploring Research Foci, Content Areas, Designs Methods and Trends |
| title_short | A Corpus-driven Scoping Systematic Review of Four Decades of Teacher Professional Development Research: Exploring Research Foci, Content Areas, Designs Methods and Trends |
| title_sort | corpus driven scoping systematic review of four decades of teacher professional development research exploring research foci content areas designs methods and trends |
| topic | keywords: teacher professional development systematic review content areas research methods data collection procedures research findings |
| url | https://elt.tabrizu.ac.ir/article_14004_1f31392a228b74f9b4258dc087f5e399.pdf |
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