The influence of in-service professional development on saudi efl teachers’ professional identity

Teacher professional identity has a powerful influence on teachers’ classroom practices, student learning outcomes, and other academic roles and responsibilities. Although teacher professional identity is related to professional development, most professional development initiatives focus on develop...

Full description

Saved in:

Bibliographic Details
Main Author:	Hussain, Ahmad
Format:	Thesis
Language:	English
Published:	2021
Subjects:	Q Science (General)
Online Access:	http://umpir.ump.edu.my/id/eprint/34443/1/The%20influence%20of%20in-service%20professional%20development.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-ump-ir.34443
record_format	uketd_dc
spelling	my-ump-ir.344432022-06-16T07:48:11Z The influence of in-service professional development on saudi efl teachers’ professional identity 2021-02 Hussain, Ahmad Q Science (General) Teacher professional identity has a powerful influence on teachers’ classroom practices, student learning outcomes, and other academic roles and responsibilities. Although teacher professional identity is related to professional development, most professional development initiatives focus on developing teaching knowledge and skills rather than enhancing teacher professional identity. The current study investigates the influence of Cambridge English Teacher (CET) professional development on professional identity and pedagogical practices of EFL teachers in an English Language Institute at a Saudi Arabian public university. Utilizing a convergent parallel mixed-methods design, quantitative questionnaire, semi-structured interview protocol and open-ended questionnaire provide data to understand EFL teachers’ identity development as they participate in the CET development program. Based on the theoretical framework of the current study, EFL teacher identity change concerning professional development is characterized by five identity attributes: teaching context, teacher collaboration, classroom practices, teacher self-efficacy (TSE), and teacher agency. In analyzing the PRE and POST data, descriptive statistics and Wilcoxon signed Rank test were employed. The findings show that all five teacher identity attributes are significantly influenced as a result of the CET development program. However, regarding the extent to which teacher identity attributes enhanced, the results exhibit different degrees of change. The qualitative data reveal that the CET program’s participants enhance their knowledge and understanding of the unique Saudi EFL context at several levels. It is also found that the CET development program fosters teacher collaboration among the ELI faculty members in various ways. Next, the participants indicate that they have co-constructed a repertoire of classroom beliefs and practice, in addition to enhancing their learner-centred pedagogical practices. Also, the CET program’s participants nurture their teacher self-efficacy beliefs because of learning from each other and the trainers. Finally, participants’ teacher agency in various vistas of their profession was enhanced. The findings suggest that institutionally imposed professional development is useful for the development of teachers’ professional identity and their pedagogical practices, provided PD initiatives are cognizant of teachers needs and institutional requirements. The findings of the current study have implications for EFL teachers, teacher trainers or professional development specialists, and language institutes’ administration. 2021-02 Thesis http://umpir.ump.edu.my/id/eprint/34443/ http://umpir.ump.edu.my/id/eprint/34443/1/The%20influence%20of%20in-service%20professional%20development.pdf pdf en public phd doctoral Universiti Malaysia Pahang Center for Human Science
institution	Universiti Malaysia Pahang Al-Sultan Abdullah
collection	UMPSA Institutional Repository
language	English
topic	Q Science (General)
spellingShingle	Q Science (General) Hussain, Ahmad The influence of in-service professional development on saudi efl teachers’ professional identity
description	Teacher professional identity has a powerful influence on teachers’ classroom practices, student learning outcomes, and other academic roles and responsibilities. Although teacher professional identity is related to professional development, most professional development initiatives focus on developing teaching knowledge and skills rather than enhancing teacher professional identity. The current study investigates the influence of Cambridge English Teacher (CET) professional development on professional identity and pedagogical practices of EFL teachers in an English Language Institute at a Saudi Arabian public university. Utilizing a convergent parallel mixed-methods design, quantitative questionnaire, semi-structured interview protocol and open-ended questionnaire provide data to understand EFL teachers’ identity development as they participate in the CET development program. Based on the theoretical framework of the current study, EFL teacher identity change concerning professional development is characterized by five identity attributes: teaching context, teacher collaboration, classroom practices, teacher self-efficacy (TSE), and teacher agency. In analyzing the PRE and POST data, descriptive statistics and Wilcoxon signed Rank test were employed. The findings show that all five teacher identity attributes are significantly influenced as a result of the CET development program. However, regarding the extent to which teacher identity attributes enhanced, the results exhibit different degrees of change. The qualitative data reveal that the CET program’s participants enhance their knowledge and understanding of the unique Saudi EFL context at several levels. It is also found that the CET development program fosters teacher collaboration among the ELI faculty members in various ways. Next, the participants indicate that they have co-constructed a repertoire of classroom beliefs and practice, in addition to enhancing their learner-centred pedagogical practices. Also, the CET program’s participants nurture their teacher self-efficacy beliefs because of learning from each other and the trainers. Finally, participants’ teacher agency in various vistas of their profession was enhanced. The findings suggest that institutionally imposed professional development is useful for the development of teachers’ professional identity and their pedagogical practices, provided PD initiatives are cognizant of teachers needs and institutional requirements. The findings of the current study have implications for EFL teachers, teacher trainers or professional development specialists, and language institutes’ administration.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Hussain, Ahmad
author_facet	Hussain, Ahmad
author_sort	Hussain, Ahmad
title	The influence of in-service professional development on saudi efl teachers’ professional identity
title_short	The influence of in-service professional development on saudi efl teachers’ professional identity
title_full	The influence of in-service professional development on saudi efl teachers’ professional identity
title_fullStr	The influence of in-service professional development on saudi efl teachers’ professional identity
title_full_unstemmed	The influence of in-service professional development on saudi efl teachers’ professional identity
title_sort	influence of in-service professional development on saudi efl teachers’ professional identity
granting_institution	Universiti Malaysia Pahang
granting_department	Center for Human Science
publishDate	2021
url	http://umpir.ump.edu.my/id/eprint/34443/1/The%20influence%20of%20in-service%20professional%20development.pdf
_version_	1783732191212077056

The influence of in-service professional development on saudi efl teachers’ professional identity

Similar Items