Change in ELT practitioners’ conceptualising of teaching and learning: voices from higher education in Pakistan
<p>This doctoral study sought to explore the dialectic between teacher thinking, teacher learning and teacher change. It was designed in response to the findings of a phenomenographic MPhil study carried out with six teachers working in Pakistan’s higher education sector in the city of Karachi...
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| Format: | Thesis |
| Language: | English |
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2023
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| _version_ | 1811140109852999680 |
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| author | Ahsan, MaF |
| author2 | Walter, C |
| author_facet | Walter, C Ahsan, MaF |
| author_sort | Ahsan, MaF |
| collection | OXFORD |
| description | <p>This doctoral study sought to explore the dialectic between teacher thinking, teacher learning and teacher change. It was designed in response to the findings of a phenomenographic MPhil study carried out with six teachers working in Pakistan’s higher education sector in the city of Karachi.</p>
<p>The 2010 study collected and explored descriptive data on English language teachers’ conceptions of teaching and learning, and on the impact of teacher education on these conceptions. Findings highlighted the need to investigate teacher thinking and to explore strategies for effectively promoting change in teachers’ conceptualising, in a culturally-sensitive, context-specific way. Accordingly, the two main research questions and six subsidiary questions of the present study looked at change in teachers’ conceptualising, by tracking individual participant teachers’ engagement with and resultant journey through change. The study used a hermeneutic phenomenological approach, and an intervention-project as the main method, within a frame informed by Cooperative Inquiry principles (Heron & Reason, 2008). The eleven-month study was conducted in two major cities in Pakistan, with two participant groups, consisting of three and five members respectively. Five data collection tools were employed. Three of these tools also functioned as intervention tools.</p>
<p>Study findings, arrived at by using conversational analysis, discourse analysis, and a hermeneutic mode of analysis, indicate a possible way forward for engaging English language teaching practitioners and other teachers in higher education in Pakistan, and possibly those in other similar contexts, with change in thinking, potentially leading to sustained TC. They also highlight teacher change as being individual, ongoing, gradual and bound within the frame of culture and context, and they make a case for factoring in these aspects of change when designing teacher education and professional development initiatives.</p>
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| first_indexed | 2024-09-25T04:16:46Z |
| format | Thesis |
| id | oxford-uuid:38344c8d-21e5-4356-aba5-7da875b54ebf |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-09-25T04:16:46Z |
| publishDate | 2023 |
| record_format | dspace |
| spelling | oxford-uuid:38344c8d-21e5-4356-aba5-7da875b54ebf2024-07-23T15:23:10ZChange in ELT practitioners’ conceptualising of teaching and learning: voices from higher education in Pakistan Thesishttp://purl.org/coar/resource_type/c_db06uuid:38344c8d-21e5-4356-aba5-7da875b54ebfApplied linguisticsEducation, HigherEducationTeacher educatorsTeacher-student relationshipsSecond language acquisitionEnglishHyrax Deposit2023Ahsan, MaFWalter, CThompson, I<p>This doctoral study sought to explore the dialectic between teacher thinking, teacher learning and teacher change. It was designed in response to the findings of a phenomenographic MPhil study carried out with six teachers working in Pakistan’s higher education sector in the city of Karachi.</p> <p>The 2010 study collected and explored descriptive data on English language teachers’ conceptions of teaching and learning, and on the impact of teacher education on these conceptions. Findings highlighted the need to investigate teacher thinking and to explore strategies for effectively promoting change in teachers’ conceptualising, in a culturally-sensitive, context-specific way. Accordingly, the two main research questions and six subsidiary questions of the present study looked at change in teachers’ conceptualising, by tracking individual participant teachers’ engagement with and resultant journey through change. The study used a hermeneutic phenomenological approach, and an intervention-project as the main method, within a frame informed by Cooperative Inquiry principles (Heron & Reason, 2008). The eleven-month study was conducted in two major cities in Pakistan, with two participant groups, consisting of three and five members respectively. Five data collection tools were employed. Three of these tools also functioned as intervention tools.</p> <p>Study findings, arrived at by using conversational analysis, discourse analysis, and a hermeneutic mode of analysis, indicate a possible way forward for engaging English language teaching practitioners and other teachers in higher education in Pakistan, and possibly those in other similar contexts, with change in thinking, potentially leading to sustained TC. They also highlight teacher change as being individual, ongoing, gradual and bound within the frame of culture and context, and they make a case for factoring in these aspects of change when designing teacher education and professional development initiatives.</p> |
| spellingShingle | Applied linguistics Education, Higher Education Teacher educators Teacher-student relationships Second language acquisition Ahsan, MaF Change in ELT practitioners’ conceptualising of teaching and learning: voices from higher education in Pakistan |
| title | Change in ELT practitioners’ conceptualising of teaching and learning: voices from higher education in Pakistan
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| title_full | Change in ELT practitioners’ conceptualising of teaching and learning: voices from higher education in Pakistan
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| title_fullStr | Change in ELT practitioners’ conceptualising of teaching and learning: voices from higher education in Pakistan
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| title_full_unstemmed | Change in ELT practitioners’ conceptualising of teaching and learning: voices from higher education in Pakistan
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| title_short | Change in ELT practitioners’ conceptualising of teaching and learning: voices from higher education in Pakistan
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| title_sort | change in elt practitioners conceptualising of teaching and learning voices from higher education in pakistan |
| topic | Applied linguistics Education, Higher Education Teacher educators Teacher-student relationships Second language acquisition |
| work_keys_str_mv | AT ahsanmaf changeineltpractitionersconceptualisingofteachingandlearningvoicesfromhighereducationinpakistan |