EAP instructors’ professional development and their knowledge sharing: A case of nursing courses

Abstract

Background: It has been agreed upon by educators and scholars that one of the keys for success in any educational setting is promoting the professional development of teachers. Having this in mind, the researchers investigated nursing English for academic purposes (EAP) instructors’ perceptions towards knowledge sharing. In addition, we sought whether ESP instructors’ perceptions towards knowledge sharing predict their professional development. Methods: Ninety four EAP instructors from different medical universities across the country were recruited in the present study. Two questionnaires of ‘EAP instructors’ perception towards knowledge sharing’ scale and ‘a teacher professional development’ were used to gather data. A semi-structured interview was also performed to explore the participants’ opinions regarding the inhibitors to develop teacher learning communities. Results: Based on the findings, the participants did not have a positive view towards knowledge sharing. Furthermore, it was revealed that EAP instructors’ perceptions towards knowledge sharing predict their professional development. As the findings of the semi-structured interview revealed, among other factors, instructors’ lack of incentive, lack of commitment, and their lack of familiarity with the importance of teacher learning communities were the major inhibitors to developing teacher learning communities among EAP instructors. Conclusion: knowledge management can become a rudimentary strategy which may pave the way to personal/professional development. This sheds light on the importance of collaborative work which should take place within an educational setting. Accordingly, some implications have been suggested to encourage knowledge sharing among EAP instructors.