White Rose University Consortium logo
University of Leeds logo University of Sheffield logo York University logo

Using Technology to Support the Professional Development of Iraqi ESL Teachers in the Post-Invasion Context

Alali, Awf (2017) Using Technology to Support the Professional Development of Iraqi ESL Teachers in the Post-Invasion Context. PhD thesis, University of Leeds.

[img] Text
Awf Alali Thesis - May 2018 .pdf - Final eThesis - complete (pdf)
Restricted until 1 July 2021.

Request a copy

Abstract

This thesis sets out to explore the status of the professional development of the Iraqi EFL teachers in post-invasion Iraq. English language teaching in Iraq has witnessed a huge transition period after the invasion and a new English language curriculum was introduced as a result. The introduction of the new English language curriculum has, therefore, brought huge challenges for the EFL teachers. EFL teachers are in the middle of a challenging transitional period as far as their professional development is concerned due to the absence of in-service training. The new curriculum is significantly different from the old one because it contains a lot of communicative activities and technology based tasks that Iraqi teachers are not used to. They seem to be following the old professional development style and training that is stuck in their minds from the period prior to the American invasion of the country (although nothing available at the moment) which has now become unsuitable for the new curriculum that requires more up to date methods in teachers’ training and development. From 2003 access to technology and the Internet became available in Iraq, but learning through the Internet has not been applied yet in the education sector. As there is currently a lack of in-service training for Iraqi EFL teachers, this study investigates whether teachers in the ‘new’ Iraq consider it feasible to use technological tools as a platform for teachers’ professional development. Using a thematic perspective, the study investigated the perceptions, understandings and responses to status of teachers’ PD in a complex and chaotic setting in one province in Iraq. Data were generated through multiple qualitative interviews carried out over five research phases. What has emerged from the findings of this study is that the teachers’ professional development process currently remains in a state of chaos as a result of the political changes in the country following the American invasion in 2003 and the educational changes that followed. The data shows how English teachers in one city have responded to the idea of using technology for their PD purposes. It suggests that use of the now widely available aces of technology, and particularly the Internet, might provide a solution to the lack of more formal PD provision.

Item Type: Thesis (PhD)
Related URLs:
Keywords: Education - Technology - Teachers' Professional Development
Academic Units: The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)
Depositing User: Mr Awf Alali
Date Deposited: 27 Jun 2018 11:19
Last Modified: 27 Jun 2018 11:19
URI: http://etheses.whiterose.ac.uk/id/eprint/20590

Please use the 'Request a copy' link(s) above to request this thesis. This will be sent directly to someone who may authorise access.
You can contact us about this thesis. If you need to make a general enquiry, please see the Contact us page.

Actions (repository staff only: login required)