The document discusses the importance of teacher development in the context of teaching English as a foreign language in Saudi Arabia. It makes the following key points: 1. Teacher development is important to help teachers adapt to changes in society and education and improve their instructional strategies. This is needed to maximize learning outcomes and minimize wasted resources. 2. There are differing views on the best approaches to teacher development, including whether the focus should be on individual teachers or systemic changes, and whether changes should be gradual or ambitious in scope. 3. Effective teacher development requires an understanding of teachers' roles and attitudes, as well as providing training opportunities such as in-service training and integrating new technologies into teaching practices.

1. Procedia - Social and Behavioral Sciences 47 (2012) 756 – 764
1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu
doi:10.1016/j.sbspro.2012.06.730
CY-ICER2012
Relevance of teacher development: The EFL context of KSA
Intakhab Alam Khan
King Abdul Aziz University Community College, Jeddah,Post Box.80283, Jeddah-21589, SAUDI ARABIAPhone: 00966-
507633093dr.intakhab@yahoo.com
Abstract
Teaching of English in Saudi Arabia is a burning issue in pedagogy. The government, planners, curriculum designers, textbook
writers, teachers, and administrators have been trying to improve the teaching/learning of English. The teachers are qualified,
experienced and the infrastructural facilities including e-resource are available for the utilization as per the pedagogic needs.
However, the outcomes are not up to the mark. In this case, the researchers tend to shift their focus on the development of the
English teachers. It is felt that the target teachers should diagnose the challenges of learning English, and accordingly evolve
instructional strategies for better output.
© 2012 Published by Elsevier Ltd.
Keywords: Pedagogy, curriculum, e-resource, linguistic need, strategies, academic environment;
1. Importance of Teacher Development
Teaching is a profession, therefore, the teacher should be a true professional in order to eliminate the chance of
waste of resources in general and human resource (students) in particular. Education has been changing according to
the socio-economic needs of the society and nation. As Education must go in accordance with the change in the
society, the teachers must also change. Thus, they need sophisticated sort of training to go along changes in society,
culture in general and education system in particular. Therefore, it is always recommended to learn and get training
in the form of simulation or workshops that focus on the latest and sophisticated techniques or strategies to cope
with the language learning situations. Since education deals with the human development, there is always a chance
of waste in the form of drop out or underachievement. In order to minimise the chance of waste, and do the work in
a more effective way so that the objectives can be achieved, the need of pre- service training is felt. Those who are
not trained before their employment, they need in-service or on-going teacher development.
As regards the relevance of teacher development, many studies revealed the ineffective results of educational
practices related to the teaching of English in Saudi Arabia and many other similar countries where English is not a
very focused language from people point of view.
It is felt that most of the professionals (teachers) are not appropriately trained in their areas of specialties such as
ELT/EFL/ESOL. Thus, it is inevitable to consider the relevance and feasibility of teacher development programs in
a place like Saudi Arabia where the achievement of ELT is not up to the marks and the quality is usually at stake.
Teacher development is a broad term that may include a range of people, interests and approaches. Those who are
engaged in professional development activities may share a common purpose of enhancing, enriching and
Available online at www.sciencedirect.com
© 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu

2. 757Intakhab Alam Khan / Procedia - Social and Behavioral Sciences 47 (2012) 756 – 764
developing their ability to do their work effectively in the best possible manner. At the centre of teacher
development, a dedicated professional (teacher) and his interest in the lifelong learning is always in the focus for the
benefit of the institution and the society.
The 21st century has seen a significant growth in formal/online teacher development. It is more so because
Education is getting global and competitive day by day. Both the parents and the nation want their wards as creative
and competitive as possible. The background of the target students in English in Kingdom of Saudi Arabia (KSA) is
supposed to be humble, and the learners are unable to practice the target language at homes, in the markets or
society to the extent they should. So the teacher's role becomes greater. And, in order to realize and implement the
need of the learners the target teacher needs an effective teacher-training so as to be able to assimilate the
educational values and ideas of one's own culture and of modern needs. The nation needs the services of millions of
teachers who have trained minds and not stuffed brains so that the ultimate development of human resource can be
targeted. The actual
technology oriented attitude, skill oriented teaching /learning, human resource development etc.
2. Research context
Teacher development generally refers to continuous educational opportunities available to academic staff. Effective
teacher development is often visualised as important tool to institutional success, however criticised as well for
some negative factors. As most institutions face complex challenges that continue to stress the need for teachers to
be able to enhance and build on their instructional knowledge, the need of teacher development is inevitable.
Today's professional development activities have changed a bit in nature, and these not only focus on in-service
training, but also include formal teacher induction.
Educators are taking on new roles and new responsibilities to address the questions related to teacher development.
They recognize that teacher development must go on for the learner-output and institutional effectiveness. Planners
and administrators also visualise that teacher development must be career oriented. Since the goal of most modern
professional development efforts is improved performance by providing important information on crucial measures
of student learning increasingly is being considered (Guskey 1991).
For the most part, however, this research has documented the inadequacies of professional development and,
occasionally, proposed solutions (Epstein, Lockard, & Dauber, 1988; Griffin, 1983; Guskey, 1986; Joyce &
Showers, 1988; Lieberman & Miller, 1979; Orlich, 1989; Wood & Thompson, 1980, 1993). However, people are
still found passing comments on the practical relevance of such researches.
Some researchers suggest that professional development efforts designed to facilitate change must be practitioner
specific and focus principally on day-to-day activities at the classroom level (McLaughlin, 1990; Weatherley &
Lipsky, 1977; Wise, 1991). Others indicate that an emphasis on individuals is detrimental to progress and more
systemic or organizational approaches are necessary (Tye & Tye, 1984; Waugh & Punch, 1987).
Many experts stress that reforms in professional development must be initiated and carried out by individual
teachers and school-based personnel (Joyce, McNair, Diaz, & McKibbin, 1976; Lambert, 1988; Lawrence, 1974;
Massarella, 1980). Others emphasize the most successful programs are those guided by a clear vision that sees
beyond the walls of individual classrooms and schools, since teachers and school-based individuals generally lack
the capacity to conceive and implement worthwhile improvements on their own (Barth, 1991; Clune, 1991; Mann,
1986; Wade, 1984).
Some reviewers argue the most effective professional development efforts approach change in a gradual and
incremental fashion, not expecting too much at one time (Doyle & Ponder, 1977; Fullan, 1985; Mann, 1978; Sparks,
1983). Others insist the broader the scope of a professional development program, the more effort required of

3. 758 Intakhab Alam Khan / Procedia - Social and Behavioral Sciences 47 (2012) 756 – 764
teachers, and the greater the overall change in teaching style attempted, the more likely the program is to elicit the
enthusiasm of teachers and to be implemented well (Berman & McLaughlin, 1978).
Many more studies have been undertaken on English as a second language curriculum implementation with the aim
of improving teaching and learning, and on how to facilitate curriculum innovation in the ESL context (Markee,
1997; Stoller, 1994). However, only a few empirical studies have been conducted focusing on English as a foreign
language curriculum implementation in general and teaching methods in particular. (Gorsuch, 2000; Karavas-
Doukas, 1995). Studies of the mandatory national EFL curriculum at the tertiary level (however, in the Chinese
context) are still relatively scarce and limited in scope (Li, 2001, Jin & Yang, 2006).
foreign language. The attempt to develop the teachers professionally has been in practice for a long time. There are
many incidences of academic exchanges with the institutions of USA, Canada, UK etc. Yet, it is felt that a lot more
can be achieved in near future in the area of teacher development.
Teacher development generally refers to continuous educational opportunities available to academic staff. Effective
teacher development is often visualised as important tool to institutional success, however criticised as well for
some negative factors. As most institutions face complex challenges that continue to stress the need for teachers to
be able to enhance and build on their instructional knowledge, the need of teacher development is inevitable.
Today's professional development activities have changed a bit in nature, and these not only focus on in-service
training, but also include formal teacher induction.
Educators are taking on new roles and new responsibilities to address the questions related to teacher development.
They recognize that teacher development must go on for the learner-output and institutional effectiveness. Planners
and administrators also visualise that teacher development must be career oriented. Since the goal of most modern
professional development efforts is improved performance by providing important information on crucial measures
of student learning increasingly is being considered (Guskey 1991). For the most part, however, this research has
documented the inadequacies of professional development and, occasionally, proposed solutions (Epstein, Lockard,
& Dauber, 1988; Griffin, 1983; Guskey, 1986; Joyce & Showers, 1988; Lieberman & Miller, 1979; Orlich, 1989;
Wood & Thompson, 1980, 1993).However, people are still found passing comments on the practical relevance of
such researches.
Some researchers suggest that professional development efforts designed to facilitate change must be practitioner
specific and focus principally on day-to-day activities at the classroom level (McLaughlin, 1990; Weatherley &
Lipsky, 1977; Wise, 1991). Others indicate that an emphasis on individuals is detrimental to progress and more
systemic or organizational approaches are necessary (Tye & Tye, 1984; Waugh & Punch, 1987).
Many experts stress that reforms in professional development must be initiated and carried out by individual
teachers and school-based personnel (Joyce, McNair, Diaz, & McKibbin, 1976; Lambert, 1988; Lawrence, 1974;
Massarella, 1980). Others emphasize the most successful programs are those guided by a clear vision that sees
beyond the walls of individual classrooms and schools, since teachers and school-based individuals generally lack
the capacity to conceive and implement worthwhile improvements on their own (Barth, 1991; Clune, 1991; Mann,
1986; Wade, 1984).
Some reviewers argue the most effective professional development efforts approach change in a gradual and
incremental fashion, not expecting too much at one time (Doyle & Ponder, 1977; Fullan, 1985; Mann, 1978; Sparks,
1983). Others insist the broader the scope of a professional development program, the more effort required of
teachers, and the greater the overall change in teaching style attempted, the more likely the program is to elicit the
enthusiasm of teachers and to be implemented well (Berman & McLaughlin, 1978).
Many more studies have been undertaken on English as a second language curriculum implementation with the aim
of improving teaching and learning, and on how to facilitate curriculum innovation in the ESL context (Markee,
1997; Stoller, 1994). However, only a few empirical studies have been conducted focusing on English as a foreign
language curriculum implementation in general and teaching methods in particular. (Gorsuch, 2000; Karavas-

4. 759Intakhab Alam Khan / Procedia - Social and Behavioral Sciences 47 (2012) 756 – 764
Doukas, 1995). Studies of the mandatory national EFL curriculum at the tertiary level (however, in the Chinese
context) are still relatively scarce and limited in scope (Li, 2001, Jin & Yang, 2006).
foreign language. The attempt to develop the teachers professionally has been in practice for a long time. There are
many incidences of academic exchanges with the institutions of USA, Canada, UK etc. Yet, it is felt that a lot more
can be achieved in near future in the area of teacher development.
3. Teacher Development and the professional
Teacher development is a broad concept. There are many sub-aspects that need to be dealt with while contributing to
the field.The following are some of them:
3.1. Pre-requisites for Teacher Development
Triggs and John (2004) state that the following conditions need to be met before professional learning can take
place:
A blame-free culture
Ability to learn from all experiences (good and bad)
Ability to make use of other members' knowledge and resources
Encouragement to talk about learning (and teaching)
Location and use of relevant knowledge from outside the community
In addition to these because this is a second language setting, Krashen's (1982) theories of Affective Filter and
Comprehensible Input need to be considered by:
Having a relaxing, stress-free environment where communication mistakes are accepted (and not punished
or pointed out in an embarrassing way) and its meaning is taken rather than the grammatical correctness
Ensuring all relevant external knowledge is broken down into simple, understandable English
3.2. Teachers' attitude and professional development
as a personal or mental
preparation for an action or activity. It includes outward and visible dimensions and human beliefs. Attitudes
n
be positive or negative depending on the situations.
3.3. In-service Teacher Training
It is believed if the in-service teacher having experience and expertise go through on- going developmental
programs bringing changes in the in the existing scenario of modern education. The target can be achieved by
implementing innovative teaching/learning methods, fostering student centred learning, and implementing e-
learning approaches and other latest software.
Considering that in-service teachers may not be upda
modern but inexperienced teachers, there is a genuine pedagogic need to direct resources to streamline the planning
and execution of in-service theory for professional development/ training.
E-learning/distance learning resource is now available in most higher professional institutions of Saudi Arabia. The
integration on new concepts with existing technologies, curriculum, textbooks, and strategies of teaching may yield
far better results, as believed by most modern educational thinkers and pedagogues.

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3.4. Different Roles of teachers
It is a dangerous idea if teachers only teach to finish the course. Teachers have multiple responsibilities on their
shoulders; therefore carry out the teaching-learning activities that bring desired changes in the behavior and
personality of learners.
3.4.1. Teachers: not only teach but inspire
Teachers generate the correct energy that enables them to educating learners. Teachers not only instruct but also
inspire students. They have to influence the life and character of students, and equip them with ideas and values
which will fit them to enter the stream of life as productive human resources.
considered as a facilitator. They develop the human capital into useful human resources for the society and nation.
3.4.3. Teaching attitudes and the learning process
Many studies support the hypothesis that teacher attitude leads to good teaching achievements. It is found that most
teachers behave as information providers (Brown, 1982). According to Reay (1975) a reason for this attitude could
be because of the little time allowed for preparation within the teacher's working day. Professional status and social
conditions; school infrastructure, poor libraries, laboratories, safety conditions; create new variables that re-define
the attitudes of even the most devoted and well prepared teacher. The analysis conducted by a secondary teacher
(Cedrez, 1993) from a country that enforces implementing official curricula by means of regular inspections of the
classrooms, presents a good picture about what is going on in the classroom.
3.4.4. Teaching, development and Pedagogy
Teachers' styles, and mainly their attitudes, are strong context outcomes, rooted in experience and do not become
automatic routine conducts. In that sense, attitudes can be modified only by each individual, when that awareness
becomes new, postures would be better to deal with the world.
Ryu (1987) conducted a survey among Japanese teachers, about their opinions of the pre-service educational
programs they had at university, in preparation for their future professional performance. Most the teachers pointed
out that pre-service teaching programs (courses, procedures and models) were, at best, of some use to prepare them
for effective and result oriented teaching.
Teachers should be actively involved in defining priorities about what are their real problems and able to select
suitable solutions (Tobin, 1988, Hewson and Hewson, 1988). It is also important to analyze the outcomes of
teachers' attitudes. Pre-service courses can benefit from that knowledge and guide selecting courses and methods to
insure a good foundation for future teachers. One possible way to evaluate could be to put together the two groups
(teachers and students) during the undergraduate training period of future teachers.
3.4.5. New Learning Strategies
Whilst many teachers have heard the language of new teaching approaches such as student-centred learning, they do
not have a deep understanding of the principles and assumptions underpinning the various strategies. This is partly
because of a lack of recent international literature on new teaching and learning approaches available in most
developing countries including KSA. The recent developments in teacher competencies and human learning suggest
that teachers should have a range of approaches and associated strategies that they can use to encourage knowledge
construction in children. The learning environments should provide a balance between challenging and supporting
students.

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3.4.6. Integrated Teaching
Teachers need to expand and deepen their subject knowledge in order to use integrated teaching. At present most
college level English instructors in KSA use technology and e-learning strategies to foster the integrated teaching
competencies. It is expected that technology integration will be of great use. Consequently, the educational
institutions may develop teaching teams to facilitate the integrated approach to teaching and learning.
The aspect of teacher competency is not directly related to student-centred learning but a number of activities
associated with this approach rely on ICT-based learning. Teachers need to continuously upgrade themselves and
search for new and exciting material for their students and be able to develop similar search skills in their students.
Thus, the target teachers need to be competent users of ICT in teaching. The Education Reform process should
integrate the development of ICT competencies into the development of student-centred learning competencies in
teachers.
3.4.7. Quality Education
The teacher is the most important element in any educational programme. It is the teacher who is mainly responsible
for implementation of the educational process at any stage. No amount of investment in education can improve
quality of education unless there are well qualified teachers to impart quality education. In order to target quality
education, the teacher should have quality training and expertise. It is expected that most trained and professional
teachers should have the following traits in order to be effective and efficient.
4. Academic Traits of a Teacher
classes. The teacher has to justify his position by showing different traits as under:
4.1.Scholarship and Qualification
Qualification and experience is the basic trait of a teacher, be English teacher or any other subject. Therefore, he
should have: a sound knowledge of the subject, knowledge of Educational Theory, creativity, professionally trained.
However, it doesn't mean that one possesses all these traits without having a formal education and training in the
field of teaching.
4.2. The general qualities of an effective English Teacher
If we try to have a gist of the overall qualities of an ideal English teacher, the following correspond:
1. A good English teacher must know why English is taught, what should be taught within the course and
finally how can the same be taught.
2. He is able to diagnose the weakness and strength of the students in the learning of English,
3. He has an access to different methods and strategies of teaching of English as a second/foreign language.
The teacher himself is solely accountable for the attainment of aims and objectives of English. The English teacher
must know and try to achieve those aims. He should be clear about the purpose of different activities chosen for the
subject.
4.3. General categories of teachers
The teacher is the hub of the teaching process. He plays a crucial role in the achievement process. As it is known
that there are verities of teachers in general and English teacher in particular. In my opinion there are some who are
teachers by chance; teachers by choice and some are forced teachers. In my opinion, the following is a list of
popular category:

7. 762 Intakhab Alam Khan / Procedia - Social and Behavioral Sciences 47 (2012) 756 – 764
-who is a born teacher,
- who has become a good English teacher,
- who is motivated to teach English,
-who doesn't want to teach,
-who is able to teach, but disinterested in teaching in English,
-who wants to learn how to teach English,
-who can't differentiate between a good and a bad English teacher,
-who know why, what and how to teach,
-who can't develop as a good teacher.
4.4. The EFL Teacher Factor of Saudi Arabia
The teacher of English is a very important factor. He plays a crucial role in the achievement process. The teacher if
teacher should be knowledgeable in his subject such as English language and literature, rather he should be well
train to transfer his knowledge into skills to pass the same to the target learners.
favorable conditions for learning. In this case, the concerned teacher, apart from being well trained, should be well
motivated, have clear vision, know teaching strategies, motivating techniques so that his teaching can be more
interesting, and the learning yields results and outcomes. In Saudi Arabia, in most technical/professional colleges,
there are three kinds of English teachers: native speakers, bilinguals and the teachers from India, Pakistan and other
similar countries. But, interestingly speaking, all types of teachers face a lot of problems while achieving the target.
4.5. Teacher development of English teachers in KSA
The institutions involved generally in the process of teacher development usually focus on the following areas:
General teaching techniques: The topics generally include instruction techniques, learning theories, strategies and
classroom management.
Language learning/teaching techniques: specific topics regarding language acquisition to be demonstrated/simulated
for practice,
Compatible strategies: Gone are the days when an English teacher followed a traditional method. The modern
teacher usually incorporates needs analysis, diagnosis of specific learning difficulties, evolving certain styles and
achieving the target with the help of appropriate strategies.
5. Conclusion
It is always essential in this fast changing society to equip oneself so that he can go along the modernization. Thus,
in order o be update, modern and sophisticated, on should attend in-service training or professional development
programs. It is always appreciated if the teachers of English are research oriented, but ironically speaking, most
teachers in most of the countries including Saudi are quite disinterested in any such program. They think that this is
an academic embarrassment to take part in any training program. They innocently forget that every teacher is not a
born teacher. Instead some are made good teachers. In order to hit the target in the given time, and with available
resources, professional development seems very essential. It will surely ensure the maximum utilization of whatever
resource available in the country. Now, we need to equip the human resource to get the target without attempting
trial and error as there is chance of waste, and the country is not able to afford to it.

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