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

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 Teach...

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Main Authors: Ahmad, Hussain, Fatmawati, Latada, Muhammad Nubli, Abdul Wahab, Shah, Sayyed Rashid, Khan, Khushnoor
Format: Article
Language:English
Published: Canadian Center of Science and Education (CCSE) 2018
Subjects:
LB2300 Higher Education
Online Access:http://umpir.ump.edu.my/id/eprint/25864/2/Shaping%20Professional%20Identity%20Through%20Professional%20Development.pdf
http://umpir.ump.edu.my/id/eprint/25864/
https://doi.org/10.5539/ijel.v8n6p37
https://doi.org/10.5539/ijel.v8n6p37
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spelling my.ump.umpir.258642020-08-06T02:28:11Z http://umpir.ump.edu.my/id/eprint/25864/ Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals Ahmad, Hussain Fatmawati, Latada Muhammad Nubli, Abdul Wahab Shah, Sayyed Rashid Khan, Khushnoor LB2300 Higher Education 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. Canadian Center of Science and Education (CCSE) 2018-07-28 Article PeerReviewed pdf en cc_by_4 http://umpir.ump.edu.my/id/eprint/25864/2/Shaping%20Professional%20Identity%20Through%20Professional%20Development.pdf Ahmad, Hussain and Fatmawati, Latada 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 https://doi.org/10.5539/ijel.v8n6p37 https://doi.org/10.5539/ijel.v8n6p37
institution Universiti Malaysia Pahang
building UMP Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Pahang
content_source UMP Institutional Repository
url_provider http://umpir.ump.edu.my/
language English
topic LB2300 Higher Education
spellingShingle LB2300 Higher Education
Ahmad, Hussain
Fatmawati, Latada
Muhammad Nubli, Abdul Wahab
Shah, Sayyed Rashid
Khan, Khushnoor
Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals
description 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.
format Article
author Ahmad, Hussain
Fatmawati, Latada
Muhammad Nubli, Abdul Wahab
Shah, Sayyed Rashid
Khan, Khushnoor
author_facet Ahmad, Hussain
Fatmawati, Latada
Muhammad Nubli, Abdul Wahab
Shah, Sayyed Rashid
Khan, Khushnoor
author_sort Ahmad, Hussain
title Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals
title_short Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals
title_full Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals
title_fullStr Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals
title_full_unstemmed Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals
title_sort shaping professional identity through professional development: a retrospective study of tesol professionals
publisher Canadian Center of Science and Education (CCSE)
publishDate 2018
url http://umpir.ump.edu.my/id/eprint/25864/2/Shaping%20Professional%20Identity%20Through%20Professional%20Development.pdf
http://umpir.ump.edu.my/id/eprint/25864/
https://doi.org/10.5539/ijel.v8n6p37
https://doi.org/10.5539/ijel.v8n6p37
_version_ 1675327466261970944
score 13.211869

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