From: Liberating an EFL teacher as an activist teacher professional identity in MA TESOL classrooms
Participant no. | Dilemma | Model of CPD | Capacity for professional autonomy in professional learning (Kennedy, 2005) | Sphere of action in (Fraser et al., 2007) |
---|---|---|---|---|
1 | Teaching English in large classes | Group discussions and collaborative reflection | Transformative | Planned and incidental |
2 | EFL students’ speaking anxiety | Reflective writing | Transmission/ Transformative | Planned |
3 | Improve students’ reading skills | Action research | Transformative | Planned |
4 | Lack of technology integration | Coaching\monitoring model | Transmission | Planned |
5 | Providing feedback for students during classes | Action research | Transformative | Planned |
6 | Enhance students’ thinking skills | Action research | Transformative | Planned |
7 | Integrating technology in providing feedback to students | Training course (workshop) | Transmission | Planned |
8 | Assessing writing assignments for a classroom with many students | Training course (workshop) Reflective journals | Transmission Transformative | Planned |
9 | The use of multiple mice presentation in EFL collaborative learning classrooms | Training course (workshop) | Transmission | Planned |
10 | Bridge the gap between theory and practice in teaching grammar | Training course (workshop on the flipped classroom) | Transmission | Planned |