Self-directed Teacher Professional Development in Saudi Arabia
EFL Teachers’ Perceptions
Bibliographic Data
| ID | 21807796 |
|---|---|
| Authors | Hamad I Alshaikhi, H Alshaikhi (corresponding author) |
| Year | 2020 |
| Volume | 10 |
| Issue | 11 |
| Pages | 1359 |
| Publication date | 2020-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Theory and Practice in Language Studies (JOURNAL) |
| Journal identifiers | ISSN: 1799-2591 • E-ISSN: 2053-0692 |
| Publisher | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/tpls.1011.03 |
| OpenAlex | W3096698852 |
| Language | EN |
| Citations received | 5 |
| References cited | 21 |
This study explores Saudi EFL teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD) with special emphasis on workplace learning and self-directed initiatives. Using semi-structured interviews and reflective essays, the study managed to highlight a thriving workplace learning context in which teachers are involved in many forms of self-directed learning, including experiences stemming from the dailiness of the everyday realities of their schools. Data showed that Saudi EFL teachers are committed professionals who are well aware of a variety of TPD resources and opportunities; some of them are institutionalised while the majority are self-directed by teachers themselves beyond any institutional requirement. The study revealed that many participants had high preferences for self-directed learning over institutional provisions for its embeddedness in their context, the nature of their specialisation, and for the changing nature of their profession. Networking, collaboration, reflection and collegiality are some of the main features of self-directed learning as reflected in teachers’ current practices
Autodidacticism · Collegiality · Embeddedness · Pedagogy · Perception · Professional development · Sociology · Thriving · Innovative Education and Learning Practices · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
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Artificial Intelligence and teachers' sustainability
Generative AI for Teachers’ Self-Directed Professional Development
A multi-level moderation analysis of teacher immunity, school climate, and teaching quality among English-as-a-foreign-language teachers in China
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Critiquing theories of learning and communities of practice
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Policies That Support Professional Development in an Era of Reform
Models of Continuing Professional Development
Understanding continuing professional development
Informal learning in the workplace
What is teacher learning? A socio‐cultural perspective
Reframing Professional Development Through Understanding Authentic Professional Learning
Teacher professionalism
Inservice training or professional development
Educating second language teachers
The language teacher's development
Teacher Training, Development, and Decision Making
EFL Teacher Preparation Programs in Saudi Arabia
What Makes Professional Development Effective? Results From a National Sample of Teachers
Using thematic analysis in psychology
Qualitative inquiry and research design
Qualitative research methods for the social sciences
Improving Impact Studies of Teachers' Professional Development
Teacher professional development in Teaching and Teacher Education over ten years
Situated Learning
| Unique citing works | 5 |
|---|---|
| Citations per year | 1.25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |