Use this URL to cite or link to this record in EThOS:
Title: Immigrant English teachers' professional development in Israel
Author: Shafir, Mary
ISNI:       0000 0001 3395 1679
Awarding Body: Anglia Ruskin University
Current Institution: Anglia Ruskin University
Date of Award: 2007
Availability of Full Text:
Access from EThOS:
This research focused on the professional development of the Former Soviet Union immigrant teachers of English as a foreign language in Israel. The purpose of the study was to gain deeper understanding of what these teachers perceive as their professional development and what factors they identify as facilitating in their professional development. The research was positioned in the qualitative research paradigm which enabled the in-depth investigation ofthe research participant personal attitudes and individual perceptions. The unstructured interview was utilised as the research method which allowed obtaining authentic and idiosyncratic data. Five immigrant teachers of English as a foreign language were interviewed in the framework ofthis research. The inductive approach to data analysis was employed. The findings are not intended to be extrapolated to general population, but rather suggest a theory prospect. The research findings exhibited that the immigrant teachers encountered difficulties during their school induction in Israel. The difficulties were culturally bound and emanated mainly from the incongruity between the school milieus in the country of origin and the host country in general and in the context of teaching English as a foreign language in particular. The teachers perceived the difficulties as initial instigators oftheir professional development. A number of factors were found facilitating the teachers' professional development. Their beliefs regarding teaching, the subject matter, professionalism, malleability ofskills and self efficacy were found promoting their professional development. In addition, the significance of professional self-image, predisposition to lesson reflection and learning goal orientation were found facilitating the teachers' professional development. Colleagues were identified as particularly important in the teachers' professional development. Learning frames were identified as contributing to these teachers professional development. The research participants' professional development was identified as a complex, ongoing process affected by numerous factors and encompassing mainly the subject matter knowledge, students knowledge and pedagogical content knowledge.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available