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The development of TESOL teacher beliefs and knowledge in an ICT-enriched CPD environment

Dydowicz, Jaroslaw; (2015) The development of TESOL teacher beliefs and knowledge in an ICT-enriched CPD environment. Doctoral thesis , UCL Institute of Education. Green open access

Sent Bound Thesis Copy - Jaroslaw Dydowicz - EdD - March 24 2015- Final version.pdf - Accepted Version
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This thesis investigates the professional development of TESOL teachers during a postgraduate peer-taught course in English Philology at the Pedagogical University in Krakow, Poland. The analysis, conducted on the basis of a Grounded Theory approach, examines how an ICT CPD course influenced the professional development of forty newly-qualified Polish teachers of English as a Foreign Language, who engaged in peer teaching as a central component of the course. The research uncovers and examines teacher beliefs and knowledge in a setting characterised by a high degree of autonomy. The study proposes that the participants, in order to present themselves as competent and self-assured ELT professionals, acted upon the notion of the ‘good teacher’ through both the tacit and the explicit CMC-based negotiation of a collaboratively structured teaching model consistent with their beliefs. In the process of designing ICT-rich English lessons, the participants, guided by their beliefs, ascribed value to subject-specific pedagogical knowledge and skills, foregrounding pedagogy and normalising the technology. The role of autonomy is confirmed as a prerequisite for the kind of practice which supports and enables the pedagogical development of teachers in such an ICT CPD. The thesis offers an original contribution in its presentation of a new construct for understanding teacher belief in the context of technology-related settings. The Technological Pedagogical and Content Beliefs construct (TPACB) attempts to capture the relationship between different types of teacher beliefs, and complements a parallel knowledge construction model - Technological Pedagogical and Content Knowledge – by offering a proposition which illuminates the nature of the interplay of the beliefs relevant to the field of TESOL and other areas of education. In addition, the study proposes a model for an ELT CPD practicum which encourages development in pedagogical knowledge and beliefs while promoting the integration of ICT into practice.

Type: Thesis (Doctoral)
Title: The development of TESOL teacher beliefs and knowledge in an ICT-enriched CPD environment
Open access status: An open access version is available from UCL Discovery
Language: English
Keywords: TESOL teachers, CPD, teacher beliefs, teacher knowledge, ICT
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI: https://discovery.ucl.ac.uk/id/eprint/10021752
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