In an educational milieu student learning outcomes are directly related to teacher professional identity (TPI) i.e. improvement in the TPI will bear a direct positive effect on the learners' academic achievements. Current study focuses on the development of TPI of English as a Foreign Language Teacher at English Language Institute (ELI) of a Saudi Arabian university through an in-service Cambridge English Teachers (CET) Professional Development (PD) program (CET-PD). Five determinants of TPI -Knowledge of Teaching Context (KCT), Collegial Collaboration (CC), Teaching Practices (TPs), Teacher Self-Efficacy (TSE), and Teacher Agency (TA)were studied before and after the PD program. Retrospective pretest-posttest research design was employed for addressing the research question: whereas responses on the five determinants were elicited from 120 participants through a self-administered questionnaire before and after the CET-PD program. Due to non-normality of data, a non-parametric statistic test-Wilcoxon signed Rank test was employed to analyze the collected data using SPSS. Results of the study revealed that three determinants of TPI -KCT, TSE, and TPs exhibited larger differences; whereas, for CC the differences were moderate and for TA the differences were minimal. By and large, due to in-service CET-PD program TPI exhibited improvement. The results of the study will be beneficial for teacher trainers to focus more on the teachers' awareness of the learners' and institutional contextual knowledge in a culture embedded in conservative norms. This study is a part of the quantitative phase of an ongoing Ph.D. project which employs mixed method convergent design.
The study investigates the effectiveness of Communicative Language Teaching (CLT) in Public sector colleges of Pakistan. The experimental study traces improvement in comprehension and writing skills of intermediate level students (studying in grades 11 and 12). An experiment group and a control group are used to study the effects of CLT on learners’ progress. A pre-test and post-test are carried out to measure any improvement in the students’ cognitive learning process. The experiment group is given treatment through vigorous intervention of CLT based activities. The control group is taught through the traditional method of GTM. The data collected from the two groups are analyzed using SPSS. The results show a significant improvement in the learning process, comprehension and writing skills of the students in the experiment group. The analysis proves the appropriateness of CLT for Pakistani ESL context.
This study aims to investigate the factors that develop the professional identity of Pakistani English as a foreign language (EFL) teachers in Saudi Arabia. This study is unique in the sense that there has been hardly any systematic investigation that has considered the professional identity of Pakistani EFL teachers in Saudi Arabia. This study has two considerations: the way EFL teachers' selves evolve and the personal, professional, social and pedagogical factors constructing a teacher's professional identity. This study was conducted at the English Language Institute of Saudi Arabian University and the study employed a quantitative survey method. The quantitative data was collected from 41 Pakistani EFL teachers by using an online questionnaire. The findings from the research revealed that a number of intrinsic and extrinsic factors develop the professional identity of Pakistani EFL teachers. Among these factors are the participants' pre-Saudi Arabia lives and the decision to become EFL teachers, the decision to come to Saudi Arabia, the impact of their overseas EFL experience, and the social influence on their own professional identity. Moreover, other factors that develop these teachers' professional identities are: being non-native, their views on continuing professional development (CPD), interaction with other EFL teachers, and their professional futures.
Research has shown that a strong teacher professional identity is an integral part of teaching as well as learning processes. Unlike the traditional view of who teachers are, nowadays conceptualization considers teachers not only as reservoirs of knowledge but individuals that inspire other individuals in unique ways. Teacher professional identity exhibits teachers' beliefs, emotions, and teaching philosophies. Among other aspects, teacher emotions are a strong indicator of teacher professional identity; therefore, unless teachers are better equipped with cognitive strategies to regulate their emotions and are more emotionally intelligent, achieving their teaching and non-teaching goals will remain a forlorn dream. The current paper encapsulated various aspects of teacher emotions and emotion regulation models and has sought to answer the following overarching research question: How do emotions influence teacher professional identity and how do Saudi EFL teachers regulate their emotions? Hence, the factors that lead to Saudi English as a foreign language (EFL) teachers' emotional arousal and disturbances have been critically summarized. Finally, the applications of emotion regulation models in the Saudi EFL context have been highlighted. The theoretical conceptualizations presented in this paper have implications for EFL teachers, teacher trainers, and professional development specialists.
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