Context As A Shaper Of EFL Teacher Identity: Mediating Role Of Professional Development

Q2 Arts and Humanities
Hussain Ahmad
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引用次数: 0

Abstract

Generally, professional development initiatives focus mainly on enhancing teachers’ classroom practices. However, teaching practices without being cognizant of students’ culture and teaching contexts rarely have an impact on students’ learning outcomes. With regard to language teaching, teachers’ knowledge of teaching context is a pivotal factor in learners’ language development. This paper reports on a study that explored how the Cambridge English Teacher (CET) professional development program influenced knowledge of teaching context of English as a Foreign Language (EFL) teachers in a Saudi Arabian public university. Utilizing convergent parallel mixed-methods design, survey questionnaire and semi-structured interviews provide the data to explore the CET experiences of 130 EFL teachers. The combined quantitative and qualitative results show that because of the CET, the participants’ knowledge of the Saudi EFL context was enhanced in the following areas: the status of the English language in Saudi society, learners’ culture, adaptation to institutional policies, building rapport with learner, and learning from multicultural colleagues. Specifically, the findings indicated that EFL teachers from different linguistics backgrounds gained an understanding of how the English language is taught through using culturally sensitive methodologies. Finally, the article recommends steps that seek to help institutes provide context-specific PD to teachers as well as offers directions for current practices and future research.
语境对英语教师身份的塑造:专业发展的中介作用
一般来说,专业发展计划主要侧重于加强教师的课堂实践。然而,没有认识到学生文化和教学情境的教学实践很少对学生的学习成果产生影响。在语言教学中,教师对教学语境的认识是影响学习者语言发展的关键因素。本文报道了一项研究,探讨了剑桥大学英语教师(CET)专业发展计划如何影响沙特阿拉伯一所公立大学英语教师的教学语境知识。采用融合并行混合方法设计,采用问卷调查和半结构化访谈的方法,对130名英语教师的CET体验进行了研究。定量和定性相结合的结果表明,由于CET考试,参与者对沙特英语语境的了解在以下方面得到了增强:英语在沙特社会中的地位、学习者的文化、对制度政策的适应、与学习者建立融洽关系以及向多元文化同事学习。具体而言,研究结果表明,来自不同语言学背景的英语教师通过使用文化敏感的方法来理解如何教授英语。最后,本文提出了旨在帮助机构为教师提供特定情境PD的步骤,并为当前的实践和未来的研究提供了方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Namibian Studies
Journal of Namibian Studies Arts and Humanities-History
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