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This study explores how English language teachers at a Saudi Arabian university viewed professional development (PD). The research study aims to develop an understanding of the PD these teachers receive and their views regarding their professional development. The study examines the current context of English language department (ELD) teachers in relation to PD activities available, teachers' attitudes towards them, and the nature of the challenges they face in their attempts to engage in PD. Areas where PD is needed and the benefits of PD, based on the teachers' views, are identified, and suggestions of how the situation could be improved are acknowledged.
The study adopted an interpretive approach to understanding the current situation of teachers working at the English language department (ELD) at one Saudi Arabian university. The study's findings reveal that participating teachers were aware of the significance of PD but were disappointed that the voices of teachers were not heard. The perceived failure to value their contribution negatively affected their engagement and motivation. However, the study shows that current PD has contributed to classroom teaching, pedagogies, and personality. On the basis that their interests were not adequately taken into account, the PD activities were not perceived by the participants to be applicable to daily teaching practice, which contributed to problems related to implementation, and their workloads. PD activities were sometimes viewed negatively as time-wasting and ineffective by some teachers.
The research reveals many challenges; lack of autonomy, insufficient time, heavy workloads, unsupportive working environments, and PD activities that were not considered necessary by the participants. The superiority of the
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university's needs over those of individual teachers is identified as a significant issue, embodied in the difference between the PD activities offered and the needs identified by teachers themselves. Teachers viewed PD as subject to a top-down system, causing them to feel professionally undermined, lacking autonomy, and forced to comply with university rules. The study makes several recommendations for improving the PD experience and helping raise institutional awareness of the need to encourage teacher engagement. |
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