Padlet Mobile Training Model for Novice Omani EFL In-service Teachers

Abstract

In Oman, novice in-service primary English teachers struggle with the theoretical content of professional training programs, which impedes knowledge acquisition and transfer into teaching practices. This research stems from the benefits of continuous professional development, communities of practice, and practical and reflective learning on teachers’ exposure to teaching methods resulting in improved teaching skills and techniques. Considering the affordances of mobile learning, Padlet training was designed as an alternative to face-to-face programs during the Covid-19 pandemic to support in-service primary teachers with online synchronous teaching. The objectives were to improve participation, content acquisition, and knowledge transfer into teaching practices. Six novice Omani in-service English primary teachers participated in training for seven months. The data from semi-structured interviews, observations, interactions, peer feedback, and teaching e-portfolios were analysed with a systematic grounded theory three-step coding, which were performed until model emergence and saturation. The findings confirmed the contributions of the Padlet training to the enhancement of content acquisition and transfer due to ubiquitous access, simplified multimedia content, hands-on practice, instructor-peer feedback, and digital self-reflective e-portfolios. The teachers were enthusiastic about the program, which led to a virtual circle. Participants viewed Padlet as an engaging platform to host a community, access, create, and share content. Ubiquitous access and support within a peer community resulted in regular attendance, engaged participation, and increased confidence, which led to improved content acquisition and content transfer. The resulting Padlet training model presented in this article could be replicated to design mobile professional development training programs in similar contexts.