An Adaptive Methodological Inquiry: Exploring a TESOL Teacher Education Program's Affordances and Constraints in Libya as a Conflict Zone

Autor/in	Elsherif, Entisar
Titel	An Adaptive Methodological Inquiry: Exploring a TESOL Teacher Education Program's Affordances and Constraints in Libya as a Conflict Zone
Quelle	(2017), (383 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University of Pennsylvania
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-9986-9
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; English (Second Language); Second Language Instruction; Language Teachers; Conflict; Violence; Documentation; Questionnaires; Teacher Educators; Preservice Teachers; Attitude Measures; Program Effectiveness; Teacher Education Programs; Barriers; Curriculum; Evaluation Methods; Teacher Competencies; Quality Assurance; Faculty Development; Peace; Social Justice; Environmental Education; Libya + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Konflikt; Gewalt; Dokumentation; Fragebogen; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Curricula; Lehrplan; Rahmenplan; Lehrkunst; Qualitätssicherung; Frieden; Soziale Gerechtigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Libyen
Abstract	This adaptive methodological inquiry explored the affordances and constraints of one TESOL teacher education program in Libya as a conflict zone. Data was collected through seven documents and 33 questionnaires. Questionnaires were gathered from the investigated program's teacher-educators, student-teachers, and graduates, who were in-service teachers. Interviews were not conducted because all participants who agreed to be interviewed withdrew as a result of prolonged electrical blackouts in Libya during the data collection period. The findings revealed that even though the participants were positively satisfied with their program's basic components, they showed dissatisfaction toward a number of issues. Participants' perceived affordances of their program included offering teacher preparation and training courses, offering language development courses, and offering school-based teaching practices. The program's constraints, as perceived by the participants, were the following: the program did not meet the Libyan ministry's ELT objectives; the program only had one curriculum that prepared student-teachers for three educational levels; the program had unachieved curricular objectives; the program had curricular deficiencies; the program relied too heavily on one form of assessment; the program offered short teaching practice periods, the program had graduation project challenges; the program lacked quality assurance; and the program did not offer professional development opportunities. Findings also revealed that the participants regarded critical language teacher education as an effective approach for program reform due to the current political and social chaos that is mounting in Libya. The current status of the program shows that it does not prepare student-teachers to teach English in a conflict zone. Thus, participants recommended implementing peace, social justice, and environmental education into the curriculum to help raise student-teachers' awareness and to work towards positive change in the Libyan educational and social culture. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01