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

机译：自适应方法学探究：在利比亚冲突地区探究TESOL教师教育计划的负担能力和约束条件

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摘要

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.
机译：这项自适应方法学探究探索了利比亚作为冲突地区的一个TESOL教师教育计划的负担能力和制约因素。通过七个文件和33个问卷收集了数据。问卷是从接受调查的计划的在职教师，教师，学生和毕业生中收集的。之所以没有进行访谈，是因为在数据收集期间，由于利比亚长期停电，所有同意接受采访的参与者都退出了会议。调查结果表明，即使参与者对他们计划的基本组成部分非常满意，但他们对许多问题仍然不满意。参与者对其计划的认可程度包括提供教师准备和培训课程，提供语言发展课程以及提供基于学校的教学实践。与会者认为，该方案的制约因素如下：该方案未达到利比亚外交部的ELT目标；该计划只有一门课程，可以为三级教育水平的学生教师做准备；该计划的课程目标尚未实现；该程序存在课程缺陷；该计划过于依赖一种评估形式；该计划的教学实习期短，该计划面临毕业项目的挑战；该程序缺乏质量保证；该计划没有提供专业发展机会。研究结果还显示，由于利比亚当前的政治和社会混乱，参与者认为关键语言教师教育是课程改革的有效方法。该计划的当前状态表明，它没有为学生老师准备在冲突地区教授英语。因此，与会人员建议在课程中实施和平，社会正义和环境教育，以帮助提高学生教师的意识，并努力实现利比亚教育和社会文化的积极变化。

著录项

  • 作者

    Elsherif, Entisar.;

  • 作者单位

    Indiana University of Pennsylvania.;

  • 授予单位 Indiana University of Pennsylvania.;
  • 学科 Teacher education.;English as a second language.;Curriculum development.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 383 p.
  • 总页数 383
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 宗教;
  • 关键词

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