Collaborative Action Research: An Alternative Model for EFL Teacher Professional Development in Pakistan
Title
Collaborative Action Research: An Alternative Model for EFL Teacher Professional Development in Pakistan
Collaborative Action Research: An Alternative Model for EFL Teacher Professional Development in Pakistan
Keywords: Collaborative action research, Community of practice, Reflection, English teacher training, Pakistan
Authors
Feroze Kasi
Indiana University of Pennsylvania
Feroze Kasi
Indiana University of Pennsylvania
Bio Data
Feroze Kasi is Lecturer at English Language Center, University of Balochistan, Pakistan. Currently, he is pursuing PhD in the Composition and TESOL program at Indiana University of Pennsylvania. He received his Masters and Postmaster degrees in TESOL from New York University (NYU) in 2007 and 2008 respectively. His research interests include: English for Scientific Literacy, Action Research, EFL/ESL Teacher Professional Development, and Postmethod Pedagogy.
Abstract
The existing teacher training and education programs in Pakistan, which run under the traditional model of knowledge transmission, do not seem to contribute to the professional development of English as a Foreign Language (EFL) teachers. Informed by the Vygotskian sociocultural theory and Wenger s (1999) community of practice theory, the author suggests collaborative action research (CAR) as an alternative model which he argues, has the potential to actively involve novice teachers, experienced teachers, teacher-educators, and university-researchers in a joint enterprise to pursue vibrant professional development in the field. First, the author reviews the current empirical studies on CAR and its contribution to teacher professional development. Then, he discusses the present situation of teaching and learning English with special emphasis on the current English teacher education and training programs in Pakistan to justify the need for change. Lastly, based on the findings of studies on CAR, he suggests CAR as an alternative model for EFL teacher professional development in Pakistan.
The existing teacher training and education programs in Pakistan, which run under the traditional model of knowledge transmission, do not seem to contribute to the professional development of English as a Foreign Language (EFL) teachers. Informed by the Vygotskian sociocultural theory and Wenger s (1999) community of practice theory, the author suggests collaborative action research (CAR) as an alternative model which he argues, has the potential to actively involve novice teachers, experienced teachers, teacher-educators, and university-researchers in a joint enterprise to pursue vibrant professional development in the field. First, the author reviews the current empirical studies on CAR and its contribution to teacher professional development. Then, he discusses the present situation of teaching and learning English with special emphasis on the current English teacher education and training programs in Pakistan to justify the need for change. Lastly, based on the findings of studies on CAR, he suggests CAR as an alternative model for EFL teacher professional development in Pakistan.
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See pages: 98-117
[/private]Category: Main Editions, Volume 12 Issue 3
