2010. ‘An English teacher’s developing self-efficacy beliefs in using groupwork’.
System 38/4: 603-613
Summary: This study focuses on a teacher of English in the Middle East. Using qualitative case study methodology, I uncover various aspects of his self-efficacy growth, highlighting links between this and growth in his practical knowledge. Results indicate unevenness in growth across various dimensions of practical knowledge.
Country of research: Oman
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Portsmouth (School of Languages and Area Studies)
Summary: This study focuses on a teacher of English in the Middle East. Using qualitative case study methodology, I uncover various aspects of his self-efficacy growth, highlighting links between this and growth in his practical knowledge. Results indicate unevenness in growth across various dimensions of practical knowledge.
Country of research: Oman
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Portsmouth (School of Languages and Area Studies)
2010. ‘One teacher’s development as a reflective practitioner’.
Asian EFL Journal 12/2: 235-261
URL: http://www.asian-efl-journal.com/PDF/June-2010.pdf
Summary: Using qualitative case study methodology, this article explores a language teacher’s development as a reflective practitioner, while she was engaged on a three-year in-service BA (TESOL) programme in the Middle East. Evidence of growth in her reflective qualities, skills and capacity to reflect critically is reported.
Country of research: Oman
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Portsmouth (School of Languages and Area Studies)
URL: http://www.asian-efl-journal.com/PDF/June-2010.pdf
Summary: Using qualitative case study methodology, this article explores a language teacher’s development as a reflective practitioner, while she was engaged on a three-year in-service BA (TESOL) programme in the Middle East. Evidence of growth in her reflective qualities, skills and capacity to reflect critically is reported.
Country of research: Oman
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Portsmouth (School of Languages and Area Studies)
2009. ‘Editors' Introduction’ in
Research Perspectives on Education in Oman. Muscat, Oman: Ministry of Education
Book editor(s): Wyatt, M. Atkins, J.
ISBN: 978-9948-15-244-6
Summary: This is the editors' introduction to a collection of 16 dissertations, produced by Omani graduates of the University of Leeds MA in Education programme. The majority of these dissertations relate to TESOL. Topics include mentoring, supervision, reflective practice, teacher training and school management.
Entered by: University of Portsmouth (School of Languages and Area Studies)
Book editor(s): Wyatt, M. Atkins, J.
ISBN: 978-9948-15-244-6
Summary: This is the editors' introduction to a collection of 16 dissertations, produced by Omani graduates of the University of Leeds MA in Education programme. The majority of these dissertations relate to TESOL. Topics include mentoring, supervision, reflective practice, teacher training and school management.
Entered by: University of Portsmouth (School of Languages and Area Studies)
2009. ‘Supporting change in teachers’ ideas and practices: the influence of the BA Educational Studies (TESOL) Programme on classroom teaching’ in
International Collaboration for Educational Change: The BA project. Muscat, Oman: Ministry of Education, pp. 82-94
Book editor(s): Atkins, J., M. Lamb and M. Wedell.
URL: http://www.moe.gov.om/Portal/sitebuilder/Sites/EPS/Arabic/IPS/Importa/tesol/4/Supporting%20change%20in%20teachers%E2%80%99%20ideas%20and%20practices%20The%20influ.pdf
ISBN: 978-9948-15-342-9
Summary: This chapter presents evidence of a BA Educational Studies (TESOL) Programme in Oman influencing the way that teachers taught, as well as thought about their work: both cognitive and behavioural change seemed to occur. The programme appeared to be constructivist in various ways.
Country of research: Oman
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Portsmouth (School of Languages and Area Studies)
Book editor(s): Atkins, J., M. Lamb and M. Wedell.
URL: http://www.moe.gov.om/Portal/sitebuilder/Sites/EPS/Arabic/IPS/Importa/tesol/4/Supporting%20change%20in%20teachers%E2%80%99%20ideas%20and%20practices%20The%20influ.pdf
ISBN: 978-9948-15-342-9
Summary: This chapter presents evidence of a BA Educational Studies (TESOL) Programme in Oman influencing the way that teachers taught, as well as thought about their work: both cognitive and behavioural change seemed to occur. The programme appeared to be constructivist in various ways.
Country of research: Oman
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Portsmouth (School of Languages and Area Studies)
2009. ‘Practical knowledge growth in Communicative Language Teaching’.
TESL-EJ 13/2: 1-23
URL: http://www.tesl-ej.org/pdf/ej50/a2.pdf
Summary: Using qualitative methods, including observations, interviews and reflective writing, this case study charts the practical knowledge growth in communicative language teaching of a lower secondary school teacher in the Middle East while she was studying part-time on an in-service BA (TESOL) programme run by the University of Leeds.
Country of research: Oman
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Portsmouth (School of Languages and Area Studies)
URL: http://www.tesl-ej.org/pdf/ej50/a2.pdf
Summary: Using qualitative methods, including observations, interviews and reflective writing, this case study charts the practical knowledge growth in communicative language teaching of a lower secondary school teacher in the Middle East while she was studying part-time on an in-service BA (TESOL) programme run by the University of Leeds.
Country of research: Oman
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Portsmouth (School of Languages and Area Studies)
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