Expatriate TESOL Teachers’ Perception of Professionalism: A Study in Saudi Context

Abstract

Abstract-Within the teaching field, the concept of professionalism has recently become controversial. Neoliberalism has eroded the traditional meanings of teachers' professionalism and teachers are grappling with an uncertain situation regarding their professional status. To end the uncertainty and resolve the controversial nature of the concept, approaching professionalism from teachers' own perspectives has been advocated. The current study, using a qualitative research methodology, explores teachers' perceptions of the concept and nature of professionalism. The study discovered that teachers clearly regard themselves and their profession as a classic profession and of great service to the society and this perception also guides their approach to their routine work.

EFL teachers’ beliefs about professionalism and professional development

“…While one participant related professionalism mainly to having a qualification, the other participants found that ongoing PD, extrinsic and intrinsic accountability and a student service-oriented approach are the main aspects of professionalism. Teaching was seen as a difficult job, since it requires commitment and dedication to students' needs (Eusafzai 2017). Most importantly, contrary to Biesta's (2004) argument, the participants found that professionalism demands striking a balance between one's standards of moral values and incorporating standards and codes of ethics which are sensitive in institutional, cultural and social terms (Campbell 2008;Chircui 2014).…”

“…This study discusses English as a Foreign Language (EFL) teachers' beliefs about the meaning of professionalism and the usefulness of professional development (PD) activities, using teachers based in Oman as a case study. Leung (2009: 49) points out that 'in general usage, a "professional" is a trained and qualified specialist who displays a high standard of competent conduct in their practice'; however, Evans (2008) notes that many interpretations of professionalism focus on how it is imposed or prescribed by external agencies, and teachers' own voices regarding the meaning of professionalism is still underrepresented in the literature (Swann et al 2010;Eusafzai 2017). The concept of professionalism in teaching is closely related to professional development (PD), since teachers' professionalism is linked to and is enhanced by PD (Kirkwood and Christie 2006;Evans 2008).…”