English Teachers’ Professional Development: Perspectives From Canada, Saudi Arabia, and Pakistan

Alharbi, Mohammed Sanat; Ahmad, Hussain

doi:10.17507/tpls.1203.21

Cited by 3 publications

(3 citation statements)

References 16 publications

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“…Ajani (2021) found that teachers' views on professional development activities varied based on their classroom needs, suggesting the importance of assessing teachers' classroom practices to enhance their professional development. Al-Harbi and Ahmad (2022) emphasised that teacher professional development pathways differ across contexts, but the ultimate goal is to improve learners' academic achievements.…”

Section: Nexus Between Classroom Practices and Teacher Professional D...mentioning

confidence: 99%

“…Several challenges exist in implementing effective professional development programmes for teachers in African contexts (Msimanga et al, 2021). These challenges include irregular and inconsistent professional development activities (Govender & Ajani, 2019), disjointed structures of in-service professional development (Al-Harbi & Ahmad, 2022), and the need for dynamic models of professional development that accommodate teachers' learning and school environments (Govender & Ajani, 2019). The nexus between classroom practices and teacher professional development is crucial for meeting learners' classroom needs in African contexts.…”

Section: Nexus Between Classroom Practices and Teacher Professional D...mentioning

confidence: 99%

“…Leaders in education, academics, policymakers, and service providers must offer effective development opportunities to achieve this objective (Amadi, 2008). Skilled instructors use diverse methods to align teacher development with learners' academic performance (Al-Harbi & Ahmad, 2022). This comprehensive approach is crucial for enhancing academic achievements in Africa.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Alignment of Professional Development and Classroom Practices in African Contexts: A Discursive Investigation

Ajani

2023

J. Integr. Elem. Educ.

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Professional development plays a pivotal role in ensuring high-quality education. Well-designed activities empower teachers and improve instructional delivery. Therefore, this study examines the alignment of teacher professional development with classroom practices to meet learner needs. The study conducted a systematic literature review using the PRISM approach, focusing on research from 2003 to 2023 in EBSCO, Google Scholar, and other repositories. Only open-sourced and peer-reviewed English literature was considered. The findings emphasize that teacher professional development aims to equip educators with contemporary knowledge, skills, values, and attitudes that enhance teaching and learning excellence. When structured effectively, these activities boost pedagogical prowess and improve academic outcomes. The study highlights the significance of tailored, learner-centered pedagogical approaches and ongoing professional development opportunities to enhance academic performance. To facilitate effective teacher professional development, the study introduces the Learner-Centered Teacher Professional Development Model (LCTPD). It recommends integrating quality-driven, suitable professional development activities to enhance teaching practices and advance learners' performance.

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Section: Nexus Between Classroom Practices and Teacher Professional D...mentioning

confidence: 99%

Section: Nexus Between Classroom Practices and Teacher Professional D...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring the Alignment of Professional Development and Classroom Practices in African Contexts: A Discursive Investigation

Ajani

2023

J. Integr. Elem. Educ.

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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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Interculturality and Peace in the Training of English Teachers

Torres Escobar,

Delgado Zárate

2024

Int J Innov Educ Res

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Today's society lives daily accelerated changes in all its spheres produced by information and communication technologies in a world characterized by globalization. The speed of change requires education to remain in continuous reflection to rethink and reconsider its educational work in order to respond appropriately to the new challenges and problems that society is experiencing. In coherence with the challenges caused by changes in daily life, teacher training requires internalizing the interrelation between peace and interculturality, to contribute to the search and consolidation of peace. The objective of the research was to identify and analyze research related to the training of English teachers in interculturality and peace. For this, the Scopus research platform and the Vosviewer software were used. It was found that the articles found do not recognize the importance of training teachers in interculturality and peace for the culture of democracy. It was concluded that it is important for teachers to develop professionally not only in English language proficiency but also in interculturality and education for peace. The intercultural and peace perspective is articulated with a vision of language learning that goes beyond the linguistic form and commits teachers and students to language learning committed to society in a culturally diverse world.

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English Teachers’ Professional Development: Perspectives From Canada, Saudi Arabia, and Pakistan

Cited by 3 publications

References 16 publications

Exploring the Alignment of Professional Development and Classroom Practices in African Contexts: A Discursive Investigation

Exploring the Alignment of Professional Development and Classroom Practices in African Contexts: A Discursive Investigation

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

Interculturality and Peace in the Training of English Teachers

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