Teaching associations and professionalism. (5th March 2020)

• Record Type: Journal Article
• Authors: Rimmer, Wayne; Floyd, Alan
• Is Part Of: ELT journal. Volume 74:Number 2(2020)
• Page Start: 126
• Page End: 135
• Publication Date: 2020-03-05
• Subjects: English language -- Study and teaching -- Foreign speakers -- Periodicals; 428.0071
• DOI: 10.1093/elt/ccaa003
• Languages: English
• ISSNs: 0951-0893

Abstract

Abstract: Although teaching associations (TAs) have been aligned to professionalism, there is little evidence to support their actual role in developing EFL teachers' sense of being a professional. This study explores this purported relationship through content analysis of interviews with ten members of TAs and nine non-members. Three themes emerged: status, how TAs contribute to teachers' sense of self-worth; continuing professional development (CPD), how TAs allow teachers to acquire competencies relevant to professionalism; and impact, the influence of TAs on the professionalism of EFL as a field. Regarding status, non-members rejected members' commitment to TA membership as confirmation of professionalism. However, all teachers agreed TAs made a considerable contribution to professionalism through CPD. Concerning impact, the only consensus was that too few teachers are aware of TAs for them to be significant. The findings suggest that TAs can play a role in professionalism provided they remain relevant to teachers' changing contexts and consider non-members' interests.