Professional Development of EFL Teachers in Tanzania: 'Ubinafsi' or 'Ujamaa?'

Y

18

Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Teacher Attitudes; Faculty Development; College Faculty; Foreign Countries; Professional Associations; Individualism; Group Membership; African Culture; Conferences (Gatherings); Economic Factors; Political Influences; Universities

10.1002/tesj.594

1949-3533

This small descriptive study examined the professional development activities of English as a foreign language (EFL) teachers at a university in Tanzania, in particular their awareness of professional organizations such as the International Association of Teachers of English as a Foreign Language and TESOL International Association. Basing her inquiry on English language teaching as a community of practice, the researcher used a questionnaire, interviews, and personal observations. University lecturers were asked about their personal professional development practices, which represented the value of individualism ("ubinafsi" in Swahili), as well as their interest in becoming involved in professional organizations for EFL teachers, which illustrated "ujamaa," or familyhood. Though they were extremely professional, knowledgeable, and dedicated, none of the lecturers was a member of any organization, nor did they attend international conferences. This was due not to the political and economic reality of their circumstances and the lack of assistance and outreach by professional associations.

As Provided

2021

EJ1312422