Development of professional knowledge and identity of teachers in a tefl graduate programme through academic discourse socialization

This study investigatedhow five EFL in-service teachers in a graduate programme engaged in discourse socialization practices over the first year of the programme and how the collegial interactions nurtured the professional identity and knowledge development of these EFL teachers. Three research q...

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Main Author:	Ahmadi, Parviz
Format:	Thesis
Language:	English
Published:	2014
Subjects:	Professional socialization English language - Study and teaching - Foreign speakers
Online Access:	http://psasir.upm.edu.my/id/eprint/70406/1/FPP%202014%2071%20IR.pdf
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id	my-upm-ir.70406
record_format	uketd_dc
spelling	my-upm-ir.704062019-10-30T07:29:31Z Development of professional knowledge and identity of teachers in a tefl graduate programme through academic discourse socialization 2014-12 Ahmadi, Parviz This study investigatedhow five EFL in-service teachers in a graduate programme engaged in discourse socialization practices over the first year of the programme and how the collegial interactions nurtured the professional identity and knowledge development of these EFL teachers. Three research questions guided the study: 1. How does academic discourse socialization occur among in-service teachers in a TEFL graduate programme? 2. How does the participants’ engagement in discourse socialization practices focusing on oral coursework practices influence their professional knowledge? 3. How does the participants’ engagement in discourse socialization practices focusing on oral coursework practices influence their professional identity? The primary research tools used in this qualitative collective case study were individual interviews, group discussions and reflective writings of the participants. The interviews and group discussions were audio-recorded and transcribed in verbatim and a number of their writings were collected for analysis. The data were analysed both at a macro-level for any theme emerging from the interviews or discussions and at a micro-level for tracing epistemic markers in the data reflecting the perceptions and attitudes of the participants. The active participation of the participant teachers in discourse socialization practices facilitated learning in a collaborative learning community. The participants shared their personal practical experiences, scaffolded their peers and engaged with assigned academic texts. Their engagement in collegial discussions and with academic texts developed their professional knowledge in several aspects. Their awareness of pedagogical challenges was raised and they addressed their learners' needs and learning strategies in real classroom settings more effectively. The collegial interactions focused on the transfer of theories learned from the disciplinar textbooks to the pedagogical realities of the EFL educational settings. The engagement of the participant teachers in academic discourse socialization made them reconsider their pedagogical beliefs and practices. The participant EFL teachers reflected over their prior EFL teaching and learning beliefs and practices and shared them with their peers. In addition, the participants reconstructed and developed a relative expert identity as well as a critical identity over the status quo of their current EFL context. A number of implications for professional development of EFL teachers arise from this qualitative collective case study. A community of EFL teachers can provide them with support. Designing professional training programs that are likely to contribute to professional development of teachers through collegial interaction can be of great importanceas they may lead to reconsideration of their learning and teaching beliefs and practices.Guided supervision and more reflection in real settings can help teachers form the habit of reflection as life-long learning. Peer counselling services, skill-training under guided supervision, or any other form of support and scaffolding which provide motives for professional development should be encouraging. Professional socialization English language - Study and teaching - Foreign speakers 2014-12 Thesis http://psasir.upm.edu.my/id/eprint/70406/ http://psasir.upm.edu.my/id/eprint/70406/1/FPP%202014%2071%20IR.pdf text en public doctoral Universiti Putra Malaysia Professional socialization English language - Study and teaching - Foreign speakers
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English
topic	Professional socialization English language - Study and teaching - Foreign speakers
spellingShingle	Professional socialization English language - Study and teaching - Foreign speakers Ahmadi, Parviz Development of professional knowledge and identity of teachers in a tefl graduate programme through academic discourse socialization
description	This study investigatedhow five EFL in-service teachers in a graduate programme engaged in discourse socialization practices over the first year of the programme and how the collegial interactions nurtured the professional identity and knowledge development of these EFL teachers. Three research questions guided the study: 1. How does academic discourse socialization occur among in-service teachers in a TEFL graduate programme? 2. How does the participants’ engagement in discourse socialization practices focusing on oral coursework practices influence their professional knowledge? 3. How does the participants’ engagement in discourse socialization practices focusing on oral coursework practices influence their professional identity? The primary research tools used in this qualitative collective case study were individual interviews, group discussions and reflective writings of the participants. The interviews and group discussions were audio-recorded and transcribed in verbatim and a number of their writings were collected for analysis. The data were analysed both at a macro-level for any theme emerging from the interviews or discussions and at a micro-level for tracing epistemic markers in the data reflecting the perceptions and attitudes of the participants. The active participation of the participant teachers in discourse socialization practices facilitated learning in a collaborative learning community. The participants shared their personal practical experiences, scaffolded their peers and engaged with assigned academic texts. Their engagement in collegial discussions and with academic texts developed their professional knowledge in several aspects. Their awareness of pedagogical challenges was raised and they addressed their learners' needs and learning strategies in real classroom settings more effectively. The collegial interactions focused on the transfer of theories learned from the disciplinar textbooks to the pedagogical realities of the EFL educational settings. The engagement of the participant teachers in academic discourse socialization made them reconsider their pedagogical beliefs and practices. The participant EFL teachers reflected over their prior EFL teaching and learning beliefs and practices and shared them with their peers. In addition, the participants reconstructed and developed a relative expert identity as well as a critical identity over the status quo of their current EFL context. A number of implications for professional development of EFL teachers arise from this qualitative collective case study. A community of EFL teachers can provide them with support. Designing professional training programs that are likely to contribute to professional development of teachers through collegial interaction can be of great importanceas they may lead to reconsideration of their learning and teaching beliefs and practices.Guided supervision and more reflection in real settings can help teachers form the habit of reflection as life-long learning. Peer counselling services, skill-training under guided supervision, or any other form of support and scaffolding which provide motives for professional development should be encouraging.
format	Thesis
qualification_level	Doctorate
author	Ahmadi, Parviz
author_facet	Ahmadi, Parviz
author_sort	Ahmadi, Parviz
title	Development of professional knowledge and identity of teachers in a tefl graduate programme through academic discourse socialization
title_short	Development of professional knowledge and identity of teachers in a tefl graduate programme through academic discourse socialization
title_full	Development of professional knowledge and identity of teachers in a tefl graduate programme through academic discourse socialization
title_fullStr	Development of professional knowledge and identity of teachers in a tefl graduate programme through academic discourse socialization
title_full_unstemmed	Development of professional knowledge and identity of teachers in a tefl graduate programme through academic discourse socialization
title_sort	development of professional knowledge and identity of teachers in a tefl graduate programme through academic discourse socialization
granting_institution	Universiti Putra Malaysia
publishDate	2014
url	http://psasir.upm.edu.my/id/eprint/70406/1/FPP%202014%2071%20IR.pdf
_version_	1747812831737151488

Development of professional knowledge and identity of teachers in a tefl graduate programme through academic discourse socialization

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