Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.692707
Title: Perceptions of pioneer female Saudi higher education EFL teachers : a qualitative study of their experiences in English language teaching
Author: Althaqafi, Abeer Sultan
ISNI:       0000 0004 5919 5850
Awarding Body: University of Nottingham
Current Institution: University of Nottingham
Date of Award: 2015
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Abstract:
This study argues for EFL teacher autonomy and empowerment in Saudi higher education institutions based on the assumption that participating in school decision-making would help to enhance teachers’ perceptions, expertise, and commitment towards their own practices. This research is teacher-centred in the sense that it is written from the teacher’s point of view, at a time of multiple changes in Saudi Arabia, where teachers’ views are not always taken into consideration. The research focus is on teachers’ perceptions of current EFL practices and the role they play in curriculum development and planning, and considers what barriers are hindering them from working towards student-centred and active inquiry-oriented learning environments. The data used to examine teachers’ perceptions and experiences of current English language teaching (ELT) practices are drawn from a sample of 12 female Saudi EFL teachers, who have been awarded international degrees and who are practising ELT in a university in Saudi Arabia. Data sources include semi-structured interviews, classroom observations, focus group discussions and a drawing activity. The findings revealed: (1) Overall, bureaucracy and a top down approach adopted by the higher education institution affects teachers’ perceptions and pedagogical quality; (2) Empowerment appears to be an essential, but not sufficient condition to achieve real changes and successful educational outcomes as it depends on teachers’ expertise and their own methods of instructional practice; (3) The need for more continuous professional development (CPD) programmes is an emergent aspect that requires further attention. Three significant issues were raised for further research and comment, relating to the mismatch between current policy aspirations for professional development and the reality of teachers’ experience. At the end of this thesis, implications for in-service training of teachers in a mono-cultural society such as Saudi Arabia were discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.692707  DOI: Not available
Keywords: LB2300 Higher education ; PE English
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