Service projects and women's agency in Salalah, Oman: A portrait of pre-service Dhofari English teachers

Martin, Robin Ann

doi:10.1016/j.ijedudev.2011.05.002

Cited by 2 publications

(3 citation statements)

References 11 publications

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“…Consistent with recent research into English language teacher education in the Gulf region, the student teachers in this study are responsive to the local contexts in which they are establishing themselves as future English language teachers (Martin, 2012;Picard, 2010). Over their time in the program, the student teachers' involvement and experiences change.…”

Section: Ebs 71supporting

confidence: 73%

“…In a study of Omani women's development of agency as English language teachers, Martin (2012) found Dhofari women able to realize agency in ways distinctive to their sociocultural histories as Arab, Muslim women through their capacity to assume responsibility for their students' learning and by providing opportunities for their students' voices to be heard. Rather than doing so openly, they opted for more discrete ways in keeping with their roles as women by attempting to affect steady change within their society through their work with students and their families.…”

Section: The Bed Programmentioning

confidence: 99%

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The enculturation of pre-service Emirati English language teachers

Sandiford

2014

Education, Business and Society: Contemporary Middle Eastern Issues

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Purpose – This article aims to report on a qualitative study that investigates the enculturation of a group of pre-service English language teachers over four years of a Bachelor of Education degree offered in a women ' s college in the United Arab Emirates. Design/methodology/approach – Bourdieu ' s “thinking tools” of field, habitus and capital provide the overarching theoretical framework and analytic tools to examine the processes of enculturation which impact on the student teachers as they participate in a program based on Western-oriented theories and practices. The study draws upon data gathered from focus group interviews with student teachers in the first and fourth years of the program to provide insights into their ways of thinking as future Emirati English language teachers. The article discusses the priorities that emerge as these student teachers validate, or otherwise, the theoretical principles and practices legitimated through the program. Findings – The findings suggest that influences bound by local, cultural and social forces contribute significantly to the student teachers ' perceived capacity to think and act as future Emirati English language teachers. Research limitations/implications – The study is limited to one site but, given the findings, similar investigations into processes of enculturation and the appropriation or resistance of essential aspects of English language teacher training could be undertaken. Originality/value – There is limited research into English language teacher education programs in the Arab world. This research has potential applications for English language teacher education programs where there is intent to effect educational reform.

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Section: Ebs 71supporting

confidence: 73%

Section: The Bed Programmentioning

confidence: 99%

The enculturation of pre-service Emirati English language teachers

Sandiford

2014

Education, Business and Society: Contemporary Middle Eastern Issues

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“…Nevertheless, while the new curriculum materials are considered an improvement in some ways (Wyatt, 2011b), they are also centrally produced, which can restrict the autonomy of teachers (El-Okda, 2005). Furthermore, detailed lesson plans are provided, which can present a challenge to novices (Martin, 2011), threatening their sense of competence. While there is scope for teacher and learner creativity, with assessment, for example, now partially continuous (e.g.…”

Section: The Curriculummentioning

confidence: 99%

Motivating teachers in the developing world: Insights from research with English language teachers in Oman

Wyatt

2013

Int Rev Educ

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According to some commentators, targets set by the international community for bringing education to all children in developing countries are threatened by a teacher motivation crisis. For this crisis to be addressed, challenges to the motivation of teachers in such contexts need to be understood from perspectives both theoretical and comparative. Thus, motivation theory is required as well as analysis of the changes that have taken place in countries whose education systems have developed rapidly in recent decades. Stories of motivated teacher behaviour in such national contexts, which include the Sultanate of Oman, might be of relevance to educational reformers. Drawing upon self-determination theory, this article discusses the nature of the reported teacher motivation crisis in the developing world, highlights recent historical developments in Oman, considers the extent to which negative environmental influences on teacher motivation in Oman have been addressed and then looks for evidence of intrinsic motivation in case studies of Omani English teachers. Returning to the developing world, conclusions focus on how teachers' psychological needs for relatedness, competence and autonomy can be met through educational policies that reduce negative influences on teacher motivation and provide both inspiring professional development opportunities and work environments characterized by respect.

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Service projects and women's agency in Salalah, Oman: A portrait of pre-service Dhofari English teachers

Cited by 2 publications

References 11 publications

The enculturation of pre-service Emirati English language teachers

The enculturation of pre-service Emirati English language teachers

Motivating teachers in the developing world: Insights from research with English language teachers in Oman

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