English Teachers’ Professional Development: Perspectives From Canada, Saudi Arabia, and Pakistan

Authors

  • Mohammed S. Al-Harbi King Abdul-Aziz University Jeddah
  • Hussain Ahmad King Abdul-Aziz University Jeddah

DOI:

https://doi.org/10.17507/tpls.1203.21

Keywords:

English teacher professional development, cross-cultural perspectives, ESL/EFL classroom practices

Abstract

English teacher professional development (PD) follows different pathways in different contexts depending on local classroom ecology; however, the main goal of PD is to improve learners’ academic achievements. For this purpose, the current study provides a comparative analysis of Teaching of English to the Speakers of Other Languages (TESOL) teacher professional development perspectives from Canada, Saudi Arabia, and Pakistan. Data was collected from seven teachers who had EFL/ESL teaching experience in Canada, Saudi Arabia and Pakistan. The study attempted to find out dominant English teacher professional development pathways in the three contexts and investigated how these pathways influence teacher classroom practices.

Author Biographies

Mohammed S. Al-Harbi, King Abdul-Aziz University Jeddah

English Language Institute

Hussain Ahmad, King Abdul-Aziz University Jeddah

English Language Institute

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Published

2022-03-01

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