Open AccessEnglish Teachers’ Professional Development: Perspectives From Canada, Saudi Arabia, and Pakistan
Author(s) -
Mohammed Sanat Alharbi,
Hussain Ahmad
Publication year - 2022
Publication title -
theory and practice in language studies
Language(s) - English
Resource type - Journals
eISSN - 2053-0692
pISSN - 1799-2591
DOI - 10.17507/tpls.1203.21
Subject(s) - professional development , pedagogy , mathematics education , sociology , english language , psychology
English teacher professional development (PD) follows different pathways in different contexts depending on local classroom ecology; however, the main goal of PD is to improve learners’ academic achievements. For this purpose, the current study provides a comparative analysis of Teaching of English to the Speakers of Other Languages (TESOL) teacher professional development perspectives from Canada, Saudi Arabia, and Pakistan. Data was collected from seven teachers who had EFL/ESL teaching experience in Canada, Saudi Arabia and Pakistan. The study attempted to find out dominant English teacher professional development pathways in the three contexts and investigated how these pathways influence teacher classroom practices.