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Khalifa Elgosbi
Dissertation Proposal Draft 2
Dissertation Proposal Draft
Libya is a vast country; more than 2,000,000 square kilometers of area, but the population
is very small; less than six million people. This geographical fact has imposed on the country
that any kind of development is surrounded by many challenges, and English language teaching
and learning is no exception. English language teaching and learning has been one of the areas
that suffered the consequences of remotely located institutions along with scattered teacher
population. According to an official report, teachers are the outcome of pre-service teacher
preparation training. The report stated that when a student finishes secondary school she/he
either joins university or “enrolls in a teachers’ training college that qualifies him/her to teach in
secondary education in his / her field of specialization” (General People’s Committee of Ed.
Report: 8).
English language teachers like all other teachers graduate from pre-service training colleges
after four years of study in the hope that the authorities will support them with in-service training
and professional development programs. Actually, a lot of research studies showed that such in-
service training is either nonexistent (Hamdy, 2007), still lagging behind (Clark, 2004), or a
complete failure due to the surrounding circumstances. (Rhema & Miliszewska, 2010).
On the other hand the General people’s Committee for Education report highlights the role
of its Department of E-learning by saying that a “design and production of the elctronic book,
and the management of the educational portal, and activating learning and training programs
from distance” are among its duties. (General People’s Committee of Ed. Report: 14) the report
also points that “The year 2006 witnessed the direct implementation of a pilot project that
Dissertation Proposal Draft 3
included a number of 6 schools, in collaboration with an international company specialized in e-
This study is an attempt to address the problem of lack of online teacher professional
development as a solution to the problems of insufficient in-service training for English language
teachers and the shortage in well-trained teachers in Libya. The departure point of this study is
the hypothesis that there is a good relationship between teacher professional development and
teacher evaluation. This relationship can be exploited in solving the problems of implementing
online learning for teachers who seek professional development and it is only a step towards
Libya and find a solution of the problem of lack effective teacher development programs. The
researcher will be concentrating on the idea that once online professional development is
approved by the authorities and accepted by the working teachers as to be included in the
evaluation system, then the evaluation forms are going to be adjusted to include items that
measure teacher self-engagement in online teacher professional training. Teachers who succeed
in such involvement will be given credit which can lead to improvement in their classroom
teaching actions. The assumption that teacher development needs to be enhanced by teacher
a) How can the teachers’ awareness of the problem help in suggesting online teacher
training?
It is apparent that the main variables are interrelated in the sense that updating of evaluation
forms and teacher awareness will bring about teacher participation in an online program, which
Dissertation Proposal Draft 4
will consequently lead to better teaching procedures and tactics in the classroom. These
2- Literature review
According to Schmidt (2010), who investigated the power of an online social self-study
experience, both teachers and university professors accepted to use “Livemocha as part of their
curriculum.” Making language learning and teaching easier and more effective can be made
possible by gaining teacher awareness for combining technology into teacher training programs.
Teacher awareness of technology-driven learning can be a key factor in improving the teaching
techniques of an in-service trainee teacher. Moreover, Enever (2011) raises the point of
reconsidering our procedures to enhance teaching and learning effectiveness and improvements
when she stated that “without fundamental reappraisal of the values and systems with which ELT
is organized, teachers will continue to be in the firing line and students be short-changed in their
efforts to learn English”. Related research to this study has revealed that researches almost agree
on teacher development as being consistent with other issues of learning and teaching
theories.(Kabilan, 2004; Armstrong, 2011; and Moore-Hayes, 2011). Thus, the framework for
this study has been decided building on the conceptual components of the social constructivist
theory which asserts that “learners should take primary responsibility for their learning and ‘own
the process as far as possible.” (Wilson, 2012, p. 45). Moreover, constructivist theory values the
Dissertation Proposal Draft 5
notions, which hold that “learning is a social activity involving collaboration in authentic
Teachers, who will become part of this study, will provide an explanation to the theoretical
arguments of the constructivist researchers that the workplace learning is also controlled with the
general learning theories of human practice. Learning in places “where possible, reflection,
assessment and feedback should be embedded ‘naturally’ within learning activity” (Wilson,
2012, p. 45). According to UNESCO officials Libya is in urgent need of teacher training that is
well-structured and professionally supportive. “We believe that the high number of teachers
available in Libya can be a driving force to increase the quality of the education, but this will
happen only if they are highly motivated, appropriately trained and supported,” as stated by
Carel de Rooy, UNICEF Libya Country Director. (EU & UNESCO report)
Due to the fact that the English language teacher population in Libya (the targeted population) is
considerably a large one (Zatoug, 2013), it is more beneficial for reliability and validity purposes
that this study is conducted by means of qualitative design. Qualitative research can yield
important information in this case because the situation of the Libyan preparatory/secondary
school teachers of English is described as complicated multifaceted one. This implies that the
more directly the data are collected the more reliable the conclusion will be.
If this study can converge with constructivist theoretical findings and make them a reality for the
Libyan English language teacher, it will gain the teachers’ consent that training is a social
learning process where teachers add to their knowledge and techniques and styles as they carry
on doing the job. The styles and techniques of teaching are being revised and adjusted along with
teacher developing experiences gained from online development scenarios. It is easy to consider
Dissertation Proposal Draft 6
teachers’ development as a learning process in which teachers learn new information on how
they handle the different teaching situations and how to build their teaching knowledge through
experience. The next step for a working teacher would be to reflect what is learnt onto everyday
3- Methodology
A pilot study which will be conducted prior to the real research will reveal some
information on how to avoid data collection problems; such as getting permission from subjects
to record the interviews, to use their recordings, and to decide the best timing for the interviews
and so on.
All of the information for this study will be collected by means of semi-structured
interviews, which will be conducted with two purposive samples, namely, the Libyan
educational administrative evaluation inspectors and Libyan secondary school teachers of ESL.
However, the nature of this study might also impose using another kind of instrument. Choosing
the instruments will depend on two factors: (a) the size of the target population and (b) the
results from the pilot study. For the purpose of this study, sampling will be done by means of a
This study will highlight the significance of teacher self-development scenarios and the
teachers’ role in being responsible for their own development, which will result in improving
their performance in general. Moreover, this study will lead to the future achievement of the
Finally, this study will be conducted in LIBYA because the target population is located in
there. The information will be collected from both the samples of this study at the same time
(over a short period of time) in order to maintain reliability since a long time period might affect
the variables of the study. For example, teachers who accept to participate in the study might
change their minds if the interviews take longer time. Later, the data will be arranged and
analyzed with the help of the researcher’s supervisor and department (ETRA department, NIU).
The study then will be presented as a dissertation for an Ed. Doctorate degree.
Dissertation Proposal Draft 8
References
qualitative study of undergraduate students’ use of online tools. TOJET- The Turkish
Clark, N. (2004). Education in Libya. Retrieved October 28, 2009. Retrieved 10/11/2014 from
http://www.wes.org/ewenr/04July/Practical.htm
Hamdy, A. (2007). ICT in education in Libya. Libya Country Report. Retrieved 10/13/2014 from
http://www.infodev.org/en/Document.412.pdf
scale. Canadian Journal of Learning and Technology. V 35(1) Winter 2009. Retrieved
Rhema, A., & Miliszewska, I. (2010). Towards E-Learning in Higher Education in Libya. Issues
Melbourne, Victoria. Retrieved 10/11/2014 from The World Factbook. (2009). Retrieved
The General People’s Committee of Education. (2008). The development of education: National
http://www.ibe.unesco.org/National_Reports/ICE_2008/libya_NR08.pdf
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Wilson, B. G, (2012), (2007), (2002). Constructivism in Practical and Historical Contexts. In
Reiser R. A. & Dempsey, J. V. (Ed). Trends and Issues in Instructional design and
Zatoug, N. (2013). Better Education through teacher development. As part of the United Nations
in-Libya-0813