The paths teachers take - a narrative inquiry into TESOL teacher careers in North Africa

Abstract

This research considers how five teachers, all of whom started as newly qualified instructors at a teaching centre in North Africa between 2008 and 2011, developed a career in TESOL. The study focuses almost exclusively on English language teaching in private language schools rather than classroom tuition at primary, secondary or tertiary levels within a state school system of education. The five research participants have been employed almost continuously within the private sector in North Africa for the last decade or more, a period which included some tumultuous shock events such as an economic recession, the Arab spring, and the coronavirus pandemic.

The research utilises a qualitative study design centred around narrative inquiry. Data was collected through storytelling and an interpretivist approach based around elements of reflexive thematic analysis was employed. The findings revealed that to develop a career path in TESOL, an educational sector often characterised by low pay, long and unsocial hours, short-term contracts, the need for mobility, limited career opportunities and a lack of regulation, the five participants were proactive in creating, recognising, and exploiting opportunities for professional learning and personal growth. The findings also showed that participants sought to establish and maintain a variety of professional and personal support systems to help them
capitalise on such career development opportunities.

These findings indicate the need for a re-examination of the provision of teacher training and development to better meet the challenges of developing a career path in TESOL. They also show the importance of re-evaluating the role of employers and individual agency in terms of professional learning and personal growth within this sector of education.

Date of Award	2024
Original language	English