The Role of Self-Assessment in English Language Teachers’ Professional Development in Pakistan

Abstract

This research attempted to explore the role of self-assessment (SA) as a professional development (PD) strategy to bring about continuous professional development of English language teachers in job-embedded environment. The crux of this research lies in the fact that teachers’ professional development is usually influenced by many external factors, but its desire gusts from inner self. If a teacher does not have a keen desire for self-development, he/she cannot grow professionally, no matter how perfect and supportive the external environment and supervising measures are. In this sense, self-development is the basic motive which brings about professional development, and self-assessment paves the way towards it. The researchers adopted a pragmatic paradigm and explanatory sequential design. To collect data, the Self-assessment Instrument of Teaching Practice (SAITP) was designed to make English language teachers (ELTs) self-assess their teaching practice. After that, ELTs were made to express their views regarding this self-assessment practice on an ELTs’ attitude survey designed by the researchers. In the next stage, a semistructured interview session was conducted with the selected ELTs who have already given their responses on SAITP and attitude survey, to get a detailed picture of their mind. For analyses of quantitative data, descriptive and inferential statistics were applied; for qualitative data, a content analysis technique was used. At the end, both quantitative and qualitative data were triangulated to draw conclusions. Findings showed that self-assessment plays an important role in the professional development of English language teachers. It is more effective than traditional professional development programs. This study paves the way for self-assessment and self-development culture in teacher community.

Investigating University EFL Teachers’ Perception, Practice, and Challenges in Self-Initiated Professional Development

“…In order to better understand one's teaching and one's own strengths and weaknesses as a teacher, it is necessary to collect information about teaching behavior and practices objectively and systematically and to use this information as a basis for making decisions about whether there is anything that should be changed. According to Quddus and Khushid ( 2022), self-monitoring plays an important role in the professional development of English language teachers.…”

Teaching Effectiveness Self-Assessment (TESA) among Lecturers during the COVID-19 Pandemic

“…Self-assessment is described as "… a process of continuous reflection, self-monitoring, and self-judgment, to review an individual's strengths and weaknesses and helps to discover areas which need improvement" (Quddus et al, 2019). It is said to play a role as professional development strategy to bring about continuous professional development (Warsi & Khurshid, 2022). This enhances the importance of self-assessment for quality teaching and personal development mentioned in (Masuwai et al, 2021).…”

Motivation for Professional Self-Development of Teachers of Higher Education Institutions

“…Якщо вчитель не має прагнення до саморозвитку, він не може професійно рости, яким би ідеальним та сприятливим не було зовнішнє середовище. У цьому сенсі саморозвиток є основним мотивом, який сприяє професійному розвитку, а самооцінка прокладає йому шлях (Warsi, Khurshid, 2022).…”

“…Дослідження в різних країнах підтверджують, що самопізнання і самооцінка є першими сходинками в саморозвитку викладачів (Tursynayet al, 2021;Warsi, Khurshid, 2022) Результати значень на рисунку 2 показують, що на запитання, «Чи відчуваєте Ви прагнення глибше пізнати самого себе, свої творчі здібності», 57,6% відповіли беззаперечне «Так»; додамо також відповідь «сфера практичної складової професії передбачає активне пізнання» (1,7%), тобто загальна частка позитивних відповідей -59,3%. Якщо додати умовно позитивні відповіді («частково»), то констатуємо, що самопізнання є важливим ме-ханізмом саморозвитку для 96,6% опитаних викладачів, тобто однозначно негативну відповідь дали тільки 2 респонденти (3,4%).…”

“…Якщо додати умовно позитивні відповіді («частково»), то констатуємо, що самопізнання є важливим ме-ханізмом саморозвитку для 96,6% опитаних викладачів, тобто однозначно негативну відповідь дали тільки 2 респонденти (3,4%). Ці результати підтверджують висновки з інших досліджень (Tursynayet al, 2021;Warsi, Khurshid, 2022).…”