UMP Institutional Repository

Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals

Ahmad, Hussain and Fatmawati, Adam and Muhammad Nubli, Abdul Wahab and Shah, Sayyed Rashid and Khan, Khushnoor (2018) Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals. International Journal of English Linguistics, 8 (6). pp. 37-51. ISSN 1923-869X

[img]
Preview
Pdf
Shaping Professional Identity Through Professional Development.pdf
Available under License Creative Commons Attribution.

Download (646kB) | Preview

Abstract

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.

Item Type: Article
Uncontrolled Keywords: Attributes of professional identity, EFL teacher professional identity, professional development, Retrospective Pretest-Posttest (RPP) Study
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty/Division: Centre For Modern Languages and Human Sciences
Depositing User: PM. Dr. Muhammad Nubli Abdul Wahab
Date Deposited: 03 Oct 2019 06:55
Last Modified: 03 Oct 2019 06:55
URI: http://umpir.ump.edu.my/id/eprint/25864
Download Statistic: View Download Statistics

Actions (login required)

View Item View Item