EAP instructors’ professional development and their knowledge sharing: A case of nursing courses

Document Type : Original Article


1 Department of Knowledge and Information Science,College of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.

2 Department of ELT, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.


Background: It has been agreed upon by educators and scholars that one of the key successes in any educational setting is promoting the professional development of teachers. Having this in mind, the researchers of the present study investigated nursing English for academic purposes (EAP) and instructors’ perceptions of knowledge sharing. In addition, they sought whether EAP instructors’ perceptions of knowledge sharing would predict their professional development.
Methods: Ninety-four EAP instructors from different medical universities across the country were recruited in the present study.Two questionnaires of ‘EAP instructors’ perception towards knowledge sharing’ scale and ‘a teacher professional development’ were used to gather data. A semi-structured interview was also performed to explore the participants’ opinions regarding the inhibitors to develop teacher learning communities.
Results:The results showed that the mean of EAP instructors' perception of knowledge sharing in the sample group was 2.90 with a standard deviation of 0.338 which was lower than the expected average (3). Also, there was a positive and significant relationship between the perception of EAP instructors and knowledge sharing with respect to the level of significance (sig= 0.000) and the error rate of 0.01 with their professional development. In addition, the multiple regression analysis showed that cultural, reflective, personal cost and sharing, and organizational variables were able to explain the variance of professional development. As the findings of the semi-structured interview revealed, among other factors, instructors’ lack of incentive, lack of commitment, and their lack of familiarity with the importance of teacher learning communities were the major inhibitors to developing teacher learning communities among EAP instructors.
Conclusion: Knowledge management can become a rudimentary strategy which may pave the way to personal/professional development. This sheds light on the importance of collaborative work which should take place within an educational setting. Accordingly, some implications have been suggested to encourage knowledge sharing among EAP instructors.


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