Exploring English-Language Teachers' Professional Development in Developing Countries: Cases from Syria and Pakistan

Autor/inn/en	Dayoub, Ruba; Bashiruddin, Ayesha
Titel	Exploring English-Language Teachers' Professional Development in Developing Countries: Cases from Syria and Pakistan
Quelle	In: Professional Development in Education, 38 (2012) 4, S.589-611 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2011.649986
Schlagwörter	Foreign Countries; Developing Nations; English (Second Language); English Language Learners; English Teachers; Secondary Schools; Case Studies; Cognitive Style; Inservice Teacher Education; Professional Development; Preservice Teacher Education; Teacher Educators; Qualitative Research; Independent Study; Informal Education; School Culture; Principals; Leadership; Educational Improvement; Pakistan; Syria + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; English as second language; English; Second Language; Englisch als Zweitsprache; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Sekundarschule; Case study; Fallstudie; Case Study; Cognitive styles; Kognitiver Stil; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Qualitative Forschung; Selbststudium; Informelle Bildung; Nichtformale Bildung; Schulkultur; Schulleben; Principal; Schulleiter; Führung; Führungsposition; Teaching improvement; Unterrichtsentwicklung; Syrien
Abstract	This paper attempts to present the findings of a study carried out in Pakistan that explored English-language teachers' professional development in developing countries. The main guiding question for the study was: How do English-language teachers at secondary schools learn to teach and develop professionally in Syria and Pakistan? Two cases were taken for the study; one from Syria and one from Pakistan. A blend of self-study research and case-study method was used to explore the professional development of the two teachers. Four major findings were drawn by doing a cross-case analysis. The findings show that these teachers were self-directed learners, they learned from various in-service experiences, from an enabling environment and opportunities in school and by getting support from home. These findings have two thought-provoking implications for school and for teacher education in developing countries where professional development is not well structured. First, that schools should think carefully of developing sustained professional development programs within schools, and second, that English-language teachers need both pre-service and in-service teacher education. Thus, teacher educators, policy-makers and other decision-making bodies should consider long-term ongoing professional development for teachers of English. (Contains 2 figures, 1 table, and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10