Identifying the teaching concerns of polytechnic english language lecturers as a means to explore their professional development requirements / Suhaily Hj. Abdullah

This study explores polytechnic English Language lecturers' (PELLs) teaching practice in a technical and vocational education and technical (TVET) higher learning institution. It is meant to investigate PELLs' common teaching concerns in order to address their professional development. Wit...

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Bibliographic Details
Main Author:	Abdullah, Suhaily
Format:	Book Section
Language:	English
Published:	Institute of Graduate Studies, UiTM 2018
Subjects:	Teaching (Principles and practice) Performance. Competence. Academic achievement English language
Online Access:	http://ir.uitm.edu.my/id/eprint/22253/ http://ir.uitm.edu.my/id/eprint/22253/1/ABS_SUHAILY%20ABDULLAH%20TDRA%20VOL%2014%20IGS%2018.pdf

id	uitm-22253
recordtype	eprints
spelling	uitm-222532019-01-17T04:57:54Z http://ir.uitm.edu.my/id/eprint/22253/ Identifying the teaching concerns of polytechnic english language lecturers as a means to explore their professional development requirements / Suhaily Hj. Abdullah Abdullah, Suhaily Teaching (Principles and practice) Performance. Competence. Academic achievement English language This study explores polytechnic English Language lecturers' (PELLs) teaching practice in a technical and vocational education and technical (TVET) higher learning institution. It is meant to investigate PELLs' common teaching concerns in order to address their professional development. With regards to this, the combination of selected aspects and procedures from Richards and Lockhart's (1996) Reflective Teaching in Second Language Classrooms, and selected principles and concepts from Larsen-Freeman and Anderson's (2011) Principles in Language Teaching, and Wallace's (1991) Reflective Model has been used to underpin this inquiry. It is a qualitative research. The case study design was employed to investigate the PELLs' teaching practice. Six PELLs from Politeknik Cemerlang who volunteered to be involved in the project were considered as a purposeful sample and were the research participants in this study. Data were collected through informal semistructured interviews, teaching journal writing and non-participatory classroom observations. The data was manually analysed by relying on content analysis methods. The modified versions of open, axial, and selective coding were applied in obtaining the results. The study found that there are five common teaching concerns shared by the participants: concerns about pedagogical aspects, concerns about self, concerns about institutional matters, concerns about learners, and concerns about teachers' roles. These shared concerns were derived from four sources of teachers' belief which included experience as a second language learner, personality factors, established practice and institutional practice. This study also confirmed that reflective teaching procedures provided a valuable means of gaining insightful information on PELLs' teaching concerns, and it helped the researcher to relate to PELLs' professional development. Generally, PELLs are considered as effective language educators because their responses revealed that their professional knowledge consisted of four components of knowledge base required in language teaching namely: 1) knowledge about pedagogical content, 2) knowledge about learners, 3) knowledge about self, and 4) knowledge about institutional matters. However, it is suggested that specific formal inputs to improve their pedagogical content knowledge in English as Specific Purposes (ESP) teaching and to enhance their reflective teaching skills as a self-monitoring means for their own professional development should be acknowledged and prioritized to avoid lowr reticence among them. Hence, some suggestions were made to assist the professional development requirement needed by PELLs as language educators in a TVET higher learning institution. The recommendations for future studies were included to anticipate further investigations related to this particular concern. Institute of Graduate Studies, UiTM 2018 Book Section PeerReviewed text en http://ir.uitm.edu.my/id/eprint/22253/1/ABS_SUHAILY%20ABDULLAH%20TDRA%20VOL%2014%20IGS%2018.pdf Abdullah, Suhaily (2018) Identifying the teaching concerns of polytechnic english language lecturers as a means to explore their professional development requirements / Suhaily Hj. Abdullah. In: The Doctoral Research Abstracts. IPSis Biannual Publication, 14 (14). Institute of Graduate Studies, UiTM, Shah Alam.
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Teknologi MARA
building	UiTM Institutional Repository
collection	Online Access
language	English
topic	Teaching (Principles and practice) Performance. Competence. Academic achievement English language
spellingShingle	Teaching (Principles and practice) Performance. Competence. Academic achievement English language Abdullah, Suhaily Identifying the teaching concerns of polytechnic english language lecturers as a means to explore their professional development requirements / Suhaily Hj. Abdullah
description	This study explores polytechnic English Language lecturers' (PELLs) teaching practice in a technical and vocational education and technical (TVET) higher learning institution. It is meant to investigate PELLs' common teaching concerns in order to address their professional development. With regards to this, the combination of selected aspects and procedures from Richards and Lockhart's (1996) Reflective Teaching in Second Language Classrooms, and selected principles and concepts from Larsen-Freeman and Anderson's (2011) Principles in Language Teaching, and Wallace's (1991) Reflective Model has been used to underpin this inquiry. It is a qualitative research. The case study design was employed to investigate the PELLs' teaching practice. Six PELLs from Politeknik Cemerlang who volunteered to be involved in the project were considered as a purposeful sample and were the research participants in this study. Data were collected through informal semistructured interviews, teaching journal writing and non-participatory classroom observations. The data was manually analysed by relying on content analysis methods. The modified versions of open, axial, and selective coding were applied in obtaining the results. The study found that there are five common teaching concerns shared by the participants: concerns about pedagogical aspects, concerns about self, concerns about institutional matters, concerns about learners, and concerns about teachers' roles. These shared concerns were derived from four sources of teachers' belief which included experience as a second language learner, personality factors, established practice and institutional practice. This study also confirmed that reflective teaching procedures provided a valuable means of gaining insightful information on PELLs' teaching concerns, and it helped the researcher to relate to PELLs' professional development. Generally, PELLs are considered as effective language educators because their responses revealed that their professional knowledge consisted of four components of knowledge base required in language teaching namely: 1) knowledge about pedagogical content, 2) knowledge about learners, 3) knowledge about self, and 4) knowledge about institutional matters. However, it is suggested that specific formal inputs to improve their pedagogical content knowledge in English as Specific Purposes (ESP) teaching and to enhance their reflective teaching skills as a self-monitoring means for their own professional development should be acknowledged and prioritized to avoid lowr reticence among them. Hence, some suggestions were made to assist the professional development requirement needed by PELLs as language educators in a TVET higher learning institution. The recommendations for future studies were included to anticipate further investigations related to this particular concern.
format	Book Section
author	Abdullah, Suhaily
author_facet	Abdullah, Suhaily
author_sort	Abdullah, Suhaily
title	Identifying the teaching concerns of polytechnic english language lecturers as a means to explore their professional development requirements / Suhaily Hj. Abdullah
title_short	Identifying the teaching concerns of polytechnic english language lecturers as a means to explore their professional development requirements / Suhaily Hj. Abdullah
title_full	Identifying the teaching concerns of polytechnic english language lecturers as a means to explore their professional development requirements / Suhaily Hj. Abdullah
title_fullStr	Identifying the teaching concerns of polytechnic english language lecturers as a means to explore their professional development requirements / Suhaily Hj. Abdullah
title_full_unstemmed	Identifying the teaching concerns of polytechnic english language lecturers as a means to explore their professional development requirements / Suhaily Hj. Abdullah
title_sort	identifying the teaching concerns of polytechnic english language lecturers as a means to explore their professional development requirements / suhaily hj. abdullah
publisher	Institute of Graduate Studies, UiTM
publishDate	2018
url	http://ir.uitm.edu.my/id/eprint/22253/ http://ir.uitm.edu.my/id/eprint/22253/1/ABS_SUHAILY%20ABDULLAH%20TDRA%20VOL%2014%20IGS%2018.pdf
first_indexed	2023-09-18T23:08:16Z
last_indexed	2023-09-18T23:08:16Z
_version_	1777418629924519936

Identifying the teaching concerns of polytechnic english language lecturers as a means to explore their professional development requirements / Suhaily Hj. Abdullah

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