Saudi EFL Teachers’ Perceptions of Personal Learning Networks as a Vehicle for Professional Development
الكلمات المفتاحية:
EFL teachers, EFL context, professional development, communities of practice, personal learning networks
الملخص
This study aimed to investigate Saudi EFL (English as a foreign language) teachers’ perceptions of personal learning networks (PLNs) as a form of informal professional development. The study explored, from the perspective of communities of practice theory, whether Saudi EFL teachers were aware of this concept, particularly social media tools, and how they perceived and used them for their professional growth. The participants of this study were 66 EFL teachers who taught at English language institutes in different universities in Saudi Arabia. The study adopted an explanatory mixed-methods design. Quantitative data were collected from all 66 teachers using an online questionnaire to investigate their awareness, perceptions, and practice of using PLNs for their informal professional development. Qualitative data were collected through semi-structured interviews conducted with 10 teachers. The findings of the study showed that Saudi EFL teachers had high awareness of the concept of PLNs (although they were unaware of its professional term), held positive perceptions regarding the use of PLNs, and used them for their professional growth.
المراجع
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15. Elliott, J. C. (2017). The evolution from traditional to online professional development: A review. Journal of Digital Learning in Teacher Education, (33)3, 114–125.
16. Forte, A., Humphreys, M., & Park, T. (2012). Grassroots professional development: How teachers use Twitter. Proceedings of the Sixth International AAAI (Association for the Advancement of Artificial Intelligence) Conference on Weblogs and Social Media, Dublin, Ireland, 106–113. https://doi.org/10.1609/icwsm.v6i1.14246
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29. Rajagopal, K., Brinke, D., Bruggen, J., & Sloep, P. (2012). Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them. First Monday, 17(1).
30. Shukri, N. (2014). Female teachers’ perception of reflective teaching as a teacher development tool in the Saudi context. Advances in Language and Literary Studies, 5(5), 192–201.
31. Sie, R. L. L., et al. (2013). Goals, motivation for, and outcomes of personal learning through networks: Results of a Tweetstorm. Journal of Educational Technology and Society, 16(3), 59–75.
32. Stewart, B. L. (2015). Cultivating a personal learning network that leads to professional change [Unpublished doctoral dissertation]. https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_ eads_to_Professional_Change
33. Sywelem, M., & Witte, J. (2013). Continuing professional development: Perceptions of elementary school teachers in Saudi Arabia. Journal of Modern Education, 3(12), 881–898.
34. Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teachers Education, 28(4), 133–138.
35. Trust, T., Krutka, D., & Carpenter, J. P. (2016). Together we are better: Professional learning Networks for Teachers. Computers and Education, 326.
36. Vavasseur, C. B., & MacGregor, S. K. (2008). Extending content-focused professional development through online communities of practice. Journal of Research on Technology in Education, 40(4), 517–536.
37. Visser, R. D., Evering, L. C., & Barrett, D. E. (2014). # TwitterforTeachers: The implications of Twitter as a self-directed professional development tool for K–12 teachers. Journal of Research on Technology in Education, 46(4), 396–413.
38. Watson, S. (2013). Understanding professional development from the perspective of social learning theory. CERME 8, 3287–3296.
39. Wegner, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
40. Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 173–209.
2. Alshaikiki, H. I. A. (2018). English language teacher professional development in Saudi Arabia: Teachers’ perceptions. [Unpublished doctoral dissertation]. University of Exeter. https://core.ac.uk/download/pdf/161940732.pdf
3. Alshumaimeri, A., & Almohaisen, F. (2017). Saudi EFL teachers’ perceptions of professional development activities. Journal of Education and Social Policy, 7(1), 185–192.
4. Alzahrani, N., & Rajab, H. (2017). Attitudes and perceptions of Saudi EFL teachers in implementing Kingdom of Saudi Arabia’s Vision 2030. International Journal of English Language Education, 5(1), 83–99.
5. Bates, T. (2014). The role of communities of practice in the digital age. Online Learning and Distance Education Resources. https://www.tonybates.ca/2014/10/01/the-role-of-communities-of-practice-in-a-digital-age/
6. Beach, R. (2012). Research and policy: Can online learning communities foster professional development? Language Arts, 89(4), 256–262.
7. Butler, D. L., & Sellbom, M. (2002). Barriers to adopting technology. Educause Quarterly, 2, 22–28.
8. Croasmun, J. T., & Ostom, L. (2011). Using Likert-type scales in the social sciences. Journal of Adult Education, 40(1), 19–22.
9. Darling-Hammond, L., Wei, R. C., & Andree, A. (2010). How high-achieving countries develop great teachers. Stanford Center for Opportunity Policy in Education ∼ Research Brief.
10. Dede, C., Ketelhut, D. J., Whitehouse, P., Breit, L., & McCloskey, E. (2008). A research agenda for online teacher professional development. Journal of Teacher Education, 60(1), 8–19.
11. DeCuir-Gunnb, J., & Schutz, P. (2017). Developing a mixed methods proposal: A practical guide for beginning researchers. SAGE Publications, Inc.
12. Dornyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
13. Droshl, G. (2004). Communities of practices: An integrated technology perspective. Journal of Universal Computer Science, 15(3), 284–293.
14. Elliott, J. (2009). The nature of teacher authority and teacher expertise. NASEN, 24(4), 197–203.
15. Elliott, J. C. (2017). The evolution from traditional to online professional development: A review. Journal of Digital Learning in Teacher Education, (33)3, 114–125.
16. Forte, A., Humphreys, M., & Park, T. (2012). Grassroots professional development: How teachers use Twitter. Proceedings of the Sixth International AAAI (Association for the Advancement of Artificial Intelligence) Conference on Weblogs and Social Media, Dublin, Ireland, 106–113. https://doi.org/10.1609/icwsm.v6i1.14246
17. Hartono, R. (2016). Indonesian EFL teachers’ perceptions and experiences of professional development. Theses and Dissertations (All). 1346.
18. Hoadley, C., & Kilner, P. (2005). Using technology to transform communities of practice into knowledge-building communities. Association for Computing Machinery, 25(1), 31–40. https://doi.org/10.1145/1067699.1067705
19. Holmes, K., Preston, G., Shaw, K., & Buchanan, R. (2013). “Follow” me: Networked professional learning for teachers. Australian Journal of Teacher Education, 38(12), 55–65.
20. Joyce, B. R., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Association for Supervision and Curriculum Deve (ASCD).
21. Maloney, K. J. (2016). Leveraging the potential of personal learning networks for teacher professional development (Publication No. XXX). [Doctoral Dissertation, University of Phoenix, US]. ProQuest Dissertations and Theses Global.
22. Moore, B. (2008). Using technology to promote communities of practice (CoP) in social work education. Social Work Education, 27(6), 592–600, https://doi.org/10.1080/02615470802201580
23. Nezakatgo, B. (2018). Iranian EFL teachers’ professional development activities for teaching literacy. International Journal of Humanities, 25(4), 65–67.
24. Owston, R., Wideman, H., Murphy, J., & Lup-shenyuk, D. (2008). Blended teacher professional development: A synthesis of three program evaluations. The Internet and Higher Education, 11(34), 201–210.
25. Ozbiligin, A., & Karman, A. C. (2016). English language teacher professional development: When institutional frameworks fall short. Journal of the Faculty of Education, 17(1), 55–65.
26. Parsad, B., Lewis, L., & Farris, E. (2001). Teacher preparation and professional development: 2000 (E.D. Tabs. NCES 2001-088). U.S. Department of Education, Office of Educational Research and Improvement. https://nces.ed.gov/pubs2001/2001088.pdf
27. Perryman, J., Gray, S. L., Hargreaves, E., & Saville, K. (2022). ‘Feeling overwhelmed’: Pedagogy and professionalism in a pandemic, Pedagogy, Culture and Society. https://doi.org/10.1080/14681366.2022.2133157
28. Phothongsunan, S. (2018). EFL university teachers’ professional development in Thai context. Arab World English Journal, 9(2), 283–297.
29. Rajagopal, K., Brinke, D., Bruggen, J., & Sloep, P. (2012). Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them. First Monday, 17(1).
30. Shukri, N. (2014). Female teachers’ perception of reflective teaching as a teacher development tool in the Saudi context. Advances in Language and Literary Studies, 5(5), 192–201.
31. Sie, R. L. L., et al. (2013). Goals, motivation for, and outcomes of personal learning through networks: Results of a Tweetstorm. Journal of Educational Technology and Society, 16(3), 59–75.
32. Stewart, B. L. (2015). Cultivating a personal learning network that leads to professional change [Unpublished doctoral dissertation]. https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_ eads_to_Professional_Change
33. Sywelem, M., & Witte, J. (2013). Continuing professional development: Perceptions of elementary school teachers in Saudi Arabia. Journal of Modern Education, 3(12), 881–898.
34. Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teachers Education, 28(4), 133–138.
35. Trust, T., Krutka, D., & Carpenter, J. P. (2016). Together we are better: Professional learning Networks for Teachers. Computers and Education, 326.
36. Vavasseur, C. B., & MacGregor, S. K. (2008). Extending content-focused professional development through online communities of practice. Journal of Research on Technology in Education, 40(4), 517–536.
37. Visser, R. D., Evering, L. C., & Barrett, D. E. (2014). # TwitterforTeachers: The implications of Twitter as a self-directed professional development tool for K–12 teachers. Journal of Research on Technology in Education, 46(4), 396–413.
38. Watson, S. (2013). Understanding professional development from the perspective of social learning theory. CERME 8, 3287–3296.
39. Wegner, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
40. Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 173–209.
منشور
2023-09-15
كيفية الاقتباس
Maryam Ibrahim Alghamdi, & Mona Sabir. (2023). Saudi EFL Teachers’ Perceptions of Personal Learning Networks as a Vehicle for Professional Development. المجلة الدولية للعلوم الإنسانية والاجتماعية, (49), 187-206. https://doi.org/10.33193/IJoHSS.49.2023.622
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2023 Mona Sabir , Maryam Ibrahim Alghamdi
هذا العمل مرخص حسب الرخصة Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
