000			02860cam a2200361 i 4500
001			a583113
008			150903s2011 xxc sm 000 0 eng d
009			583113
035			_a1459137528
040			_aFRAS _bfre _cFRAS _dFRAS _eAFNOR
043			_af-ly---
072			_aOM
082	0	4	_a428.007110612 _223E
084			_a420
094			_aTH-USA
095			_axxc
100	1		_aAbdulhamid, Nwara _eDoctorant _4305 _9414405
245	1	0	_aWhat is the impact of the Libyan study abroad scholarship programme on returning university-level English teachers ? _h[Ressource électronique] / _cNwara Abdulhamid
502			_aMaster of Arts : Applied linguistics and discourse studies : Carleton University : 2011
300			_a1 vol. (229 p.)
504			_aBibliogr. p. 166-184
520			_aSince 1972, Libya has made considerable efforts to improve teacher standards and to attend to the needs of Libyan public institutions and academia, by funding students to pursue graduate and post-graduate studies abroad. However, since the introduction of the Libyan Study Abroad Scholarship Programme the impact of such programme on returning university-level English teachers has not been examined. By using questionnaires, followed by semi-structured interviews this study investigates the impact of the Libyan Study Abroad Scholarship Programme on teachers' beliefs and classroom practices of three returning university-level English teachers. It examines the teachers' accounts of whether it changed their approaches to teaching, and the nature of those changes. Analyses of the data provide a promising indication that this programme for professional development has had an impact on teachers and their classroom practices. In addition, the analyses found that teacher' beliefs and perception of effective instruction is an important predictor of these outcomes. It also highlighted factors such as student culture, the prevalent Libyan culture of learning, and the lack of supporting resources , which may impede the implementation of teachers' innovative classroom practices. Suggestions are offered in relation to these findings in order to support returning university level teachers after the completion of their degrees abroad. The relationships uncovered in this study between the Libyan Study Abroad Scholarship Programme and future classroom practices of returning university teachers have implications for curriculum innovation, teacher enhancement programmes, and for language classroom research.
650		4	_aENSEIGNEMENT SUPERIEUR _91208
650		4	_aENSEIGNEMENT DES LANGUES _95167
650		4	_aENSEIGNANT _91225
650		4	_aLANGUE ANGLAISE _91682
651		4	_aLIBYE _91551
856			_uhttp://www.fondation.org.ma/dsp/index/a583113-23
930			_a583113
931			_aa583113
990			_aEl Basri
999			_c625001 _d625001