Teacher agency and professional development: A study on Cambridge<i>English</i>teacher program in the<i>Arabian</i>Gulf

Ahmad, Hussain; Shah, Sayyed Rashid

doi:10.1080/2331186x.2022.2080352

Cited by 10 publications

(10 citation statements)

References 33 publications

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“…According to Assalahi ( 2021 ), in response to the persistent request to improve the practice of teaching in schools, the education sector in Saudi Arabia has cared for the professional standards for teachers. However, professional development for EFL teachers in Saudi Arabia is regulated by socio-cultural factors and teaching and learning pedagogies found in the context (Al-Harbi & Ahmad, 2022 ). Therefore, teachers’ needs are not a priority but the institution’s (Ahmad & Shah, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…However, professional development for EFL teachers in Saudi Arabia is regulated by socio-cultural factors and teaching and learning pedagogies found in the context (Al-Harbi & Ahmad, 2022 ). Therefore, teachers’ needs are not a priority but the institution’s (Ahmad & Shah, 2022 ). Professional development in the Saudi EFL context is conducted following a clear and organized agenda to meet institutions’ requirements (Ahmad & Shah, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, teachers’ needs are not a priority but the institution’s (Ahmad & Shah, 2022 ). Professional development in the Saudi EFL context is conducted following a clear and organized agenda to meet institutions’ requirements (Ahmad & Shah, 2022 ). For example, locally, we have the National Centre for the Professional and Educational Development (NCTED), established in 2019 by the Ministry of education and the Education and Training Evaluation Commission (ETEC) (Assalahi, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…For example, locally, we have the National Centre for the Professional and Educational Development (NCTED), established in 2019 by the Ministry of education and the Education and Training Evaluation Commission (ETEC) (Assalahi, 2021 ). Internationally, government-led courses are organized by the British Council, NILE, Cambridge Assessment, Pearson, and a Cambridge English Teacher (CET) (Al-Harbi & Ahmad, 2022 ; Ahmad & Shah, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

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Liberating an EFL teacher as an activist teacher professional identity in MA TESOL classrooms

Alzhrani

2023

Asian. J. Second. Foreign. Lang. Educ.

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This study introduces a new model of practitioner research to develop an activist teacher professional identity for student-teachers and to enhance their understanding of the theory and practice of continuous professional development (CPD). The participants were ten female student-teachers enrolled in an MA program for Teaching English to Speakers of Other Languages (TESOL) at a university in Saudi Arabia. In this intervention, student-teachers constructed their version of CPD. Then they subsequently reflected on their definition of CPD and the factors contributing to its success. Qualitative research methods were used to collect data, including document analysis and individual structured interviews. The study sought to discover how the enquiry intervention improved student-teachers’ grasp of CPD theory and practice and contributed to the construction of their activist teacher professional identity. The findings may encourage the development and implementation of new forms of practitioner enquiry in MA programs to support the construction of different notions of professional identity found in the literature.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Liberating an EFL teacher as an activist teacher professional identity in MA TESOL classrooms

Alzhrani

2023

Asian. J. Second. Foreign. Lang. Educ.

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“…Teacher agency can be defined as teachers' active attempts to take purposeful acts and make decisions in order to create a significant difference in their classrooms (Ahmad and Shah, 2022). It is essential in the job of language instructors (Xu and Fan, 2021).…”

Section: Introductionmentioning

confidence: 99%

Sustaining TBLT during Online Learning: The Role of EFL Teacher Agency

Birrina,

Emaliana

2022

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<div class="WordSection1"><p>While task-based language teaching (TBLT) is among the most preferred methods for teaching foreign languages, it has not received enough study to be empirically verified in the English as a Foreign Language (EFL) classroom. Few studies have looked into instructors' reactions towards TBLT in the setting of Indonesian college English. This study contributes to closing the gap by studying EFL teachers' perspectives of TBLT and evaluating the present use of TBLT in online learning. Data from classroom observations, interviews, and course materials were triangulated to give a descriptive synthesis of teacher participants' experiences with TBLT instruction. The data analysis indicated that the teacher displayed proactive and reactive agencies in overcoming the conflicts in the instructional activity system via teaching as both learning and adaptation. A variety of mediational elements were revealed to account for their agency. In order to influence teachers' adoption of task-based language teaching, the study emphasizes the significance of teachers' shared attitudes regarding the usefulness of TBLT, curricular change, and institutional support. The article finishes with a discussion of the practical implications of the findings of this small-scale study on how to facilitate successful application of TBLT during emergency remote teaching in Indonesia.</p></div>

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EFL Writing Teachers’ Agency in Response to AI Emergence from an Ecological Perspective

Le-Khanh,

Do,

Tran-Thanh

2024

Innovations in Technologies for Language Teaching and Learning

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Teacher agency and professional development: A study on CambridgeEnglishteacher program in theArabianGulf

Cited by 10 publications

References 33 publications

Liberating an EFL teacher as an activist teacher professional identity in MA TESOL classrooms

Liberating an EFL teacher as an activist teacher professional identity in MA TESOL classrooms

Sustaining TBLT during Online Learning: The Role of EFL Teacher Agency

EFL Writing Teachers’ Agency in Response to AI Emergence from an Ecological Perspective

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