The Influence of International Postgraduate Programmes on Teaching Beliefs, Attitudes, and Intentions of Libyan English Teachers
Notice bibliographique
Résumé
Many Libyan teachers have been sponsored to study abroad to gain postgraduate degrees. Sponsorship programmes are a form of a professional development policy to upgrade teachers’ knowledge and to contribute to the development of English teaching at Libyan universities. The research project was inspired by my own experience as a Masters’ student in the UK, which challenged my beliefs and practice about English teaching. This exploratory study aimed to examine beliefs, attitudes, and intentions of Libyan teachers, while undertaking postgraduate programmes in applied linguistics and TESOL at international contexts. My research aims to contribute to the gap in the literature about understanding the nature of teachers’ experience at international postgraduate programmes (IPPS) and its influence on Libyan teachers. My research first explored the local learning and teaching experience of participants to understand the nature of beliefs and practice participants had, and then explored the international learning experience, in terms of classroom practice, learning opportunities and challenges and their influence on participants’ beliefs and attitudes. I finally examined intentions participants developed for English teaching, besides their considerations and recommendations to the Libyan context. This research adopted an interpretivist paradigm. Data were collected by conducting semi-structured interviews with 21 participants at Masters’ and PhD level in four international contexts (UK, USA, Canada, and South Africa) before they returned home to Libya. Data were analysed by thematic analysis and provided answers to the four research questions. Findings suggest that the prior learning and teaching experience constructed more teacher-centred beliefs and attitudes about English teaching and most participants followed the practice of their lecturers when they started teaching. During learning abroad, many teachers developed beliefs and attitudes associated with a more learner-centred approach and they seemed to develop respective intentions, such as minimising teacher’ role, adopting interactive activities, utilising technological and authentic resources, and modifying assessment designs. Between them, participants stressed potential challenges that may restrict application of their intentions in Libya (originated from familiarity with the context). These include the perceived unsupportive role of administration, institution culture, lack of resources, and lack of collegiality, in addition to lack of learners’ proficiency and their potential resistance to a different teaching style. Participants suggested several factors that might support their intentions, such as enhancing the quality of teaching content, initiate CPD programmes, as well as providing sufficient and updated teaching resources. This research contributed to fill the gap in knowledge about the influence of IPPs on teaching beliefs, attitudes, and intentions of Libyan teachers, and contributed to understanding the nature of classroom practice teachers intend to implement. My findings strengthened previous research about the wide-spread of teacher-centredness at university classes and absence of CLT implementation in the Libyan context. My findings also support research around a PD programme as a factor in belief change. My work has implications for the Ministry of Education, decision-makers, teachers, and stakeholders at English departments in Libya.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,003 | 0,001 |
| Science ouverte | 0,000 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».