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, Adam, 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/ http://umpir.ump.edu.my/id/eprint/25864/ http://umpir.ump.edu.my/id/eprint/25864/ http://umpir.ump.edu.my/id/eprint/25864/2/Shaping%20Professional%20Identity%20Through%20Professional%20Development.pdf

id	ump-25864
recordtype	eprints
spelling	ump-258642019-10-03T06:55:56Z http://umpir.ump.edu.my/id/eprint/25864/ Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals Ahmad, Hussain Fatmawati, Adam 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, 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 https://doi.org/10.5539/ijel.v8n6p37 https://doi.org/10.5539/ijel.v8n6p37
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Malaysia Pahang
building	UMP Institutional Repository
collection	Online Access
language	English
topic	LB2300 Higher Education
spellingShingle	LB2300 Higher Education Ahmad, Hussain Fatmawati, Adam 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, Adam Muhammad Nubli, Abdul Wahab Shah, Sayyed Rashid Khan, Khushnoor
author_facet	Ahmad, Hussain Fatmawati, Adam 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/ http://umpir.ump.edu.my/id/eprint/25864/ http://umpir.ump.edu.my/id/eprint/25864/ http://umpir.ump.edu.my/id/eprint/25864/2/Shaping%20Professional%20Identity%20Through%20Professional%20Development.pdf
first_indexed	2023-09-18T22:39:56Z
last_indexed	2023-09-18T22:39:56Z
_version_	1777416847233122304

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

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