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Journal of Educational Research Departmentof JOURNAL OF EDUCATIONAL RESEARCH ISSN 1027-9776 (Print) ISSN 2309-8554 (Online) Vol. 20 No. 2 2017 (HEC RECOGNIZED Y CATEGORY JOURNAL) DEPARTMENTOF EDUCATION The Islamia University of Bahawalpur PAKISTAN DEPARTMENT OF EDUCATION The Islamia University of Bahawalpur PAKISTAN JOURNAL OF EDUCATIONAL RESEARCH ISSN 1027-9776 (Print) ISSN 2309-8554 (Online) Vol. 20 No. 2 2017 INDEXED IN i DEPARTMENT OF EDUCATION The Islamia University of Bahawalpur PAKISTAN JOURNAL OF EDUCATIONAL RESEARCH ISSN 1027-9776 (Print) ISSN 2309-8554 (Online) Vol. 20 No. 2 2017 EDITORIAL BOARD PATRON Professor Dr. Qaiser Mushtaq Vice Chancellor Editor Professor Dr. Akhtar Ali Dean, Faculty of Education Members Dr. Nasreen Akhtar Department of Education Dr. Sabiha Hameed Rehmani Department of Education Dr. Irshad Hussain Department of Educational Training Dr. Muhammad Ramzan Department of Educational Training Note Views expressed in the articles of this journal are of authors and do not reflect the views of the Journal of Educational Research. SUBSCRIPTION Annual Rs.200/- Single Copy Rs.100/- Special Issue Rs.150/- FOREIGN Individuals US$15.00 Annual Libraries US$10.00 Single copy Institutions US$12.00 Special Issue US$10.00 ii EDITORIAL BOARD 1. Professor Dr. Divya Jindal Snape Professor of Education, Inclusion and Life Transition, Associate Dean Research, University of Dundee, UK 2. Professor Dr. William Bill Gulam Salford University, Manchester, UK 3. Professor Dr. Riaz Ul Haq Tariq Chairman National Islamabad Accreditation Council for Teacher Education, Islamabad 4. Professor Dr. Neil Taylor School of Education, University of New England, Armidale, Australia 5. Professor Dr. Nasir Mehmood Dean, Faculty of Education, AIOU, Islamabad 6. Professor Dr. Aytekin Isman Dean, Faculty Education, Sakarya University, Turkey 7. Dr. Ugur Demiray Dean, Faculty of communication Sciences, Anadolu University, Eskisehir, Turkey 8. Professor Dr. Paul Kawachi Kurume City Fukuoka-830-00003 Japan 9. Professor Dr. Umar Ali Khan Department of Education, Preston University Kohat 10. Professor Dr. Nabi Bux Jamani Dean, Faculty of Social Sciences, International Islamic University, Islamabad The Islamia University of Bahawalpur iii JOURNAL OF EDUCATIONAL RESEARCH ISSN 1027-9776 (Print) ISSN 2309-8554 (Online) Vol. 20 No. 2 2017 Examining Pakistani English Teachers’ Professional Learning in an 1 Online Community of Practice Asma Khan and Jayne C. Lammers Comparison of Teaching Practices in English Writing Classrooms of 15 Secondary School Certificate and General Certificate of Education- Ordinary Level Qudsia Fatima and Rafaqat Ali Akbar Effects of Problem Based Learning on Students’ Critical Thinking 28 Skills, Attitudes towards Learning and Achievement Riffat un Nisa Awan, Hamid Hussain and Nadeem Anwar Assessing ESL Students’ Literal, Reorganization and Inferential 42 Reading Comprehension Abilities Akhtar Ali, Muhammad Javed and Ghulam Shabbir Relationship of Fathers’ Parenting Style with Secondary School 54 Students’ Anti Social Behaviour Uzma Kirn, Muhammad Tahir Khan Farooqi and Shazina Zia Reasons Behind the Selection of Open and Distance Learning by 70 Women in Punjab Province of Pakistan Uzma Munawar and Nasreen Akhter Testing Maxwell’s Leadership Level Assessment Questionnaire: 82 Appraising Executives Leadership Level in Educational Context Ayaz Muhmmad Khan, Amna Ramzan and Rabia Ghaffar Mathematics Teachers’ Beliefs and their Practices towards 95 Collaborative Learning in Public and Private Schools: A Comparative Case Study Maria Shiraz and Shahzada Qaisar Global Changes and Improving Teacher Education Institutions in 113 Pakistan Muhammad Abiodullah, Uzma Shakoor and Irshad Ahmad Farrukh iv Accreditation and Quality Enhancement Dynamics in Higher 127 Education Hina Jalal, Muhammad Ayub Buzdar and Muhammad Naeem Mohsin Comparison of Study Material and its Approaches Used in Formal and 146 Distance Education Amir Mahmood, Muhammad Imran Rashid and Muhammad Rashid Role of Female Teachers in Personality Development of Secondary 161 School Students in Lahore: A Quantitative Exploration Misbah Malik, Ghulam Fatima and Abid Hussain Chaudhry Perceptual Posture of Stakeholders: Efficacy of Sports in Curbing 170 Violent Behaviors among Youth Mohammad Yunis Khan and Asif Jamil School Choice Autonomy- A Source of Generating Inequities in 184 Pakistan Muhammad Ramzan, Muhammad Uzair-ul-Hassan, Iram Parveen and Tariq Aziz Problematic Mobile Phone Use, Academic Procrastination and 201 Academic Performance of College Students Shahzada Qaisar, Nasreen Akhter, Afsheen Masood and Sumaira Rashid Concept Maps as a Tool for Classroom Teaching and Assessment: 215 Perceptions of University Teachers Shamsa Aziz, Munaza Mahmood and Syeda Madiha Wajid Weaknesses in Evaluation of Teaching Practice in the Formal and Non- 229 Formal Teacher Education Institutions Fouzia Younus, R.A. Farooq and Rabia Tabassum Impact of Distributed Leadership and Psychological Empowerment on 239 Organizational Learning Culture Iqra Bashir, Muhammad Akram and Huma Lodhi Relationship between Attitudes of Prospective Teachers and their 257 Academic Achievements in Teacher Educational Programs in Baluchistan, Pakistan Khadija Karim, Alia Ayub, Khalid Khurshid and Mohammad Akram v Journal of Educational Research, Dept. of Education, IUB, Pakistan (Vol. 20 No. 2) 2017 Examining Pakistani English Teachers’ Professional Learning in an Online Community of Practice Asma Khan* Jayne C. Lammers** Abstract This qualitative study explored how English Companion Ning (ECN), an online community for English teachers, enhanced the professional learning of university English teachers in Pakistan. Six teachers, selected through purposeful sampling, participated in this study. Drawing on a community of practice framework, the following data were analyzed: in-depth interviews, guided tours of teachers’ interactions on the ECN, and ECN observations. The researchers employed grounded theory to analyze the data through initial, focused, and axial coding. Findings indicated that the Pakistani teachers learned with others in the supportive and collaborative environment of the ECN community. The aspect of legitimate peripheral participation in the ECN offered teachers an opportunity to observe, interact, and learn from more knowledgeable community members, which helped these teachers advance from peripheral towards full members of the ECN community. Implications for developing higher education systems are shared. Keywords: Community of practice; English as a second language; Online community; Online teacher professional learning; University teachers Introduction As the Internet and digital technology become increasingly significant tools for creating social connections and fulfilling personal and professional needs across a variety of contexts (Collins & Halverson, 2009), educators in many countries are using the Internet for multiple teaching and learning purposes (Leu & Forzani, 2012), including enhancing their professional learning (Beauchamp, Burden, & Abbinett, 2015). Teachers are using online communities and social networking tools to gain new skills and ideas, share knowledge with others, and engage in collaborative and reflective activities (Sari, 2012). While there has been a significant increase in teachers’ online professional learning (Murray, 2014), this is not the case for teachers in all countries. For example, in Pakistan, where this study took place, teachers’ professional learning typically involves conventional one-day, instructor-led workshops (Chaudary, 2011) and use of the Internet remains largely for social communication and entertainment purposes (Batool & * University of Education, Lahore, E mail: [email protected] (Corresponding Author) ** University of Rochester, NY, United States, E mail: [email protected] 1 Journal of Educational Research, Dept. of Education, IUB, Pakistan (Vol. 20 No. 2) 2017 Mahmood, 2010). How the Internet might support teachers’ professional learning remains relatively unexplored in Pakistan (Qureshi, Ilyas, Yasmin, & Whitty, 2012). In this article, we examine how ECN contributed to the professional learning of six Pakistani university English teachers by functioning as an online “community of practice” (CoP) (Wenger, 1998). This study details how, contrary to most of the individual, isolated, and non-supportive face-to-face professional learning programs in Pakistan (Ali, 2011; Hussain, 2009), the participant teachers learned together in a community and enhanced their professional learning through the different activities in the ECN. This study seeks answers to this research question: How did the Pakistani teachers learn in this CoP? We begin with a discussion on communities of practice followed by what literature says about teachers’ professional learning, particularly in Pakistan. Then, after detailing this study’s methodology, findings are presented about the teachers’ experiences in the ECN and how participants became full members of the community through the process of legitimate peripheral participation (Lave & Wenger, 1991). Finally, this article concludes with implications for researchers and higher education institutions. Situating our Research The theoretical framework guiding this study was the notion of communities of practice (Lave & Wenger, 1991; Wenger, McDermott, & Snyder, 2002; Wenger, White, & Smith, 2009). We also situate our work within ongoing conversations about teacher professional learning in Pakistan and elsewhere. Communities of Practice (CoP)
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