EFL Teachers' Continuous Professional Development: Reflections on and Target Needs
نویسندگان
چکیده
Continuous Professional development (CPD) has received growing attention in teacher education research since it the potential to affect learning. Despite this, studies on EFL teachers' needs for CPD have been limited. To bridge this gap, study investigated reflections and target CPD. This employed a mixed-methods design, which involves both quantitative qualitative approaches answer questions. The participants included 20 teachers teaching at government high schools, data were collected using test, questionnaires, interviews. findings indicated that different views of their lacks, wants, necessities. Furthermore, reflected current program, is practiced school, was never conducted help them develop profession. At 0.01 level (2-tailed), there strong, negative correlation between teachers’ (rs = -0.961, n 20, p 0.01). Finally, recommends revising program; stakeholders should conduct program evaluations then incorporate
منابع مشابه
Developing a Professional Development Program Model Based on Teachers’ Needs
This paper presents a model of a teacher needs-based (TNB) professional development program. The TNB model formed the foundation of three externally funded professional development programs. The objectives of this model are to maximize the effects of a professional development program, and to help participants sustain their learning over the long term. The goals, content, main activities, and s...
متن کاملTurkish Efl Student Teachers’ Perceptions on the Role of Electronic Portfolios in Their Professional Development
There has been vast evidence to support the potential of electronic portfolios (e-portfolio) as tools for enhancing reflective thinking and professional development of student teachers. However, no study has been carried out to specifically determine English as a Foreign Language (EFL) student teachers’ perceptions on the role of eportfolios in their professional development. Therefore, this de...
متن کاملThe Impact of Participatory Action Research on EFL Teachers’ Professional Development
Professional development is critical in providing constant updates on EFL teachers’ teaching practice. This mixed methods study was conducted to explore the effects of participation in action research on EFL teachers’ practice. Eighteen junior school English teachers participated in this study. Teacher participants conducted their action research during a five-month period. The quantitative pha...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: Neperervna profesìjna osvìta : teorìa ì praktika
سال: 2023
ISSN: ['1609-8595', '2412-0774']
DOI: https://doi.org/10.28925/1609-8595.2023.1.5