From Professional Learning to Classroom Practice: Teaching Strategies of Non-Specialist English Teachers in a Vocational School Context

From Workshops to Classroom Practice: Professional Development and Observed Instructional Practices in Tanzanian Physics Classrooms

Professional development (PD) is widely recognised as a key strategy for supporting competency-based education. However, limited classroom-based evidence exists regarding how teachers’ professional learning is reflected in their instructional practices, particularly within secondary school Physics education in Tanzania. This study aimed to examine secondary school Physics teachers’ professional development experiences and their relationship with observed instructional practices within the context of competency-based education in Tanzania. Guided by Fullan’s Theory of Educational Change, the study employed a convergent mixed-methods design involving questionnaire data from 33 secondary school Physics teachers, classroom observations of 17 purposively selected teachers, and qualitative data from semi-structured interviews and focus group discussions. The findings showed that teachers participated predominantly in workshops and other short-term professional development activities, while sustained forms of professional learning, such as mentoring, collaborative learning, and school-based support, were less common. Classroom observations revealed inconsistent implementation of learner-centred and competency-based instructional practices. Although teachers with broader participation in professional development generally demonstrated stronger learner-centred practices, the relationship was positive but not statistically significant. Qualitative evidence indicated that inadequate laboratory facilities, limited instructional resources, insufficient pedagogical support, and other school-level constraints influenced teachers’ ability to translate professional learning into classroom practice. The findings suggest that professional development is an important but insufficient condition for improving competency-based Physics instruction. Meaningful instructional improvement requires continuous professional learning supported by adequate resources, mentoring, and enabling school conditions. The study contributes classroom-based evidence on how professional development supports curriculum implementation in resource-constrained educational contexts.

Professional Participation and Instructional Strategies of English Teachers

Professional participation plays a vital role in enhancing teachers’ instructional competence and improving the quality of classroom instruction. In the context of secondary education, continuous engagement in professional development equips teachers with up-to-date pedagogical knowledge, innovative teaching approaches, and strategies responsive to diverse learners' needs. This study examined the extent of professional participation of English teachers and its influence on their instructional strategies at Cristeta Bagano Memorial High School (CBMHS), Schools Division of Masbate Province, during School Year 2024–2025. Specifically, it sought to determine teachers’ participation in professional development activities, identify commonly employed instructional strategies, analyze the influence of professional participation on classroom practices, and develop a policy framework to strengthen professional growth and instructional effectiveness. The study employed a qualitative phenomenological research design to explore the lived experiences of English teachers regarding their professional participation and its influence on their instructional strategies. Data were gathered through Focused Group Discussions (FGDs) involving seven Junior High School English teachers, employing complete enumeration. The qualitative data obtained from the FGDs were analyzed using thematic analysis, following systematic procedures of coding, categorization, and theme development to identify significant patterns and core meanings. Findings revealed that English teachers actively participated in professional development initiatives, particularly institution-led activities such as In-Service Training (INSET), Learning Action Cell (LAC) sessions, seminars, workshops, and graduate studies. However, self-directed professional learning was constrained by workload demands and time limitations. The study further found that teachers consistently utilized diverse, learner-centered, and inclusive instructional strategies, including differentiated instruction, collaborative learning, formative assessment, technology integration, scaffolding, and reflective teaching frameworks. Results indicated that professional participation significantly influenced instructional practices by fostering collaboration, encouraging instructional innovation, strengthening reflective practice, and enhancing teachers’ responsiveness to learner diversity. Moreover, professional development contributed to the shift from traditional teacher-centered instruction toward more engaging, inclusive, and learner-centered approaches. The study concludes that professional participation significantly improves the instructional effectiveness of English teachers. Continuous engagement in professional development enhances teaching competence, instructional flexibility, and learner-centered practices. Therefore, schools and educational leaders should strengthen support systems, provide opportunities for continuous learning, and promote meaningful participation in professional development.

Classroom Assessment Practices of the Secondary Level English Language Teachers

Classroom assessment practices enhance students’ language learning by promoting learners’ engagement and connecting their theoretical knowledge with real-life situations. This study explores the classroom assessment practices of the secondary-level English language teachers. A qualitative research approach was employed under an interpretive research paradigm, applying semi-structured interviews guided by a set of interview guidelines. Participants included four secondary-level English teachers from four government-funded community schools in Taplejung, with more than 10 years of teaching experience. Using narrative inquiry as a research method, the information was collected, coded, and thematically analyzed to understand how the participants make meaning of their experiences with classroom assessment practices. The study found that the teachers perform classroom assessments; however, these assessments lack transparency and consistency. In addition, all four language skills are not equally emphasized during teaching and assessment. The teachers also encountered several challenges in the effective implementation of classroom assessment, including a large number of students, students’ irregular attendance, a lack of teachers’ authority to issue internal marks, and students’ low language proficiency. The findings suggest teacher training, workshops, and policy alignment to conduct the classroom assessment effectively.

Early-Career Teachers’ Self-Reported Challenges in Implementing Content and Language Integrated Learning in Indonesian Elementary Schools

Content and Language Integrated Learning (CLIL) is a pedagogical approach that aims to increase students’ subject knowledge and English proficiency simultaneously through meaningful classroom interaction. However, despite its increasing popularity in Indonesia, early-career teachers frequently encounter linguistic and pedagogical challenges that affect the quality of CLIL teaching. This study explored the self-reported experiences of 19 early-career teachers in applying CLIL in Indonesian elementary schools. All participants had completed a Medium of Instruction (EMI) elementary teacher education program at a private university in Indonesia, which provides a unique context to study how prior English exposure influences classroom practices. Data were collected using an open-ended questionnaire and were analyzed thematically with a descriptive qualitative approach. The findings suggest that although participants had adequate general English language skills and were confident in daily communication, they still struggled to use subject-specific academic vocabulary and to cope with English-language classroom instructional discourse. The teachers also found it difficult to deal with students with varying levels of English proficiency. Therefore, they used adaptive strategies, such as repetition, reformulation, and first-language (L1) use, to maintain classroom interaction and students' understanding. These findings suggest that successful CLIL implementation depends not only on general English proficiency but also on teachers’ ability to use disciplinary teaching discourse and to flexibly adapt their language to meet students’ needs. The study concludes that pre-service teacher education should go beyond developing general English fluency and provide explicit preparation in CLIL-oriented classroom discourse, subject-specific academic language, and adaptive pedagogical strategies. These findings illuminate the linguistic and pedagogical preparation that is needed by early-career teachers in CLIL classrooms and have implications for the design of teacher education programs in similar EMI and bilingual contexts. Keywords: Content-Language Integrated Learning (CLIL), Early-career Elementary Teachers, Disciplinary Academic Language, English-Medium Instruction, Teacher Preparation

Bridging languages and cultures. Project-based learning in english teacher training

BRIDGING TEACHER SELF-PERCEPTION AND STUDENT EXPERIENCE: EVIDENCE-BASED PROFESSIONAL DEVELOPMENT IN PUBLIC SCHOOLS IN JIPIJAPA, ECUADOR

Teacher professional development is often designed from teacher self-reports or institutional assumptions, with limited contrast against students’ classroom experiences. This study analyzes didactic-pedagogical resource use and professional development needs in public educational institutions in Jipijapa, Ecuador, through a diagnostic-comparative approach that integrates teacher and student perspectives. A mixed-methods, descriptive-comparative design was applied using survey data from 206 teachers and 485 students in three public schools. The analysis examined didactic resource use, resource sufficiency, active methodologies, educational technology integration, perceived difficulties, and willingness to participate in training. Findings revealed relevant gaps between teacher-reported practices and student perceptions. Teachers reported frequent use of didactic resources and high willingness to participate in professional development, whereas students perceived a more moderate and less systematic classroom use. Teachers also reported marked insufficiency of didactic and technological resources. The study contributes a dual-perspective diagnostic framework for identifying pedagogical gaps and informing evidence-based, context-sensitive professional development interventions in public-school settings.