EFL teachers' continuous professional development: Reflections and target needs
Continuous Professional development (CPD) has received growing attention in teacher education research since it has the potential to affect teacher learning. Despite this, studies on English as Foreign Language (EFL) teachers' needs for CPD have been limited. To bridge this gap, this study inve...
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| Format: | Article |
| Language: | English |
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Octagon Education Services
2023-10-01
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| Series: | Journal of Pedagogical Sociology and Psychology |
| Subjects: | |
| Online Access: | https://www.j-psp.com/download/efl-teachers-continuous-professional-development-reflections-and-target-needs-13803.pdf |
| _version_ | 1797637393432444928 |
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| author | Mulualem Eshete Mekie Girma Gezahegn |
| author_facet | Mulualem Eshete Mekie Girma Gezahegn |
| author_sort | Mulualem Eshete Mekie |
| collection | DOAJ |
| description | Continuous Professional development (CPD) has received growing attention in teacher education research since it has the potential to affect teacher learning. Despite this, studies on English as Foreign Language (EFL) teachers' needs for CPD have been limited. To bridge this gap, this study investigated EFL teachers' reflections on and target needs for CPD. This study employed a mixed-methods research design, which involves both quantitative and qualitative approaches to answer the research questions. The research participants included 20 EFL teachers teaching at government high schools, and the data were collected using a test, questionnaires, and interviews. The findings indicated that EFL teachers have different views of their lacks, wants, and necessities. Furthermore, EFL teachers reflected that the current CPD program, which is practiced in their school, was never conducted to help them develop their profession. At the 0.01 level (2-tailed), there was a strong, negative correlation between EFL teachers’ CPD target needs and their reflections on the current CPD (r<sub>s</sub> = <i>-</i> 0.961, n = 20, <i>p=. </i> 01). Finally, the study recommends revising the CPD program; stakeholders should conduct program evaluations and then incorporate teachers’ reflections and target needs for CPD. |
| first_indexed | 2024-03-11T12:47:47Z |
| format | Article |
| id | doaj.art-8026ddc82e8c49ed91e084728e7be71f |
| institution | Directory Open Access Journal |
| issn | 2687-3788 |
| language | English |
| last_indexed | 2024-03-11T12:47:47Z |
| publishDate | 2023-10-01 |
| publisher | Octagon Education Services |
| record_format | Article |
| series | Journal of Pedagogical Sociology and Psychology |
| spelling | doaj.art-8026ddc82e8c49ed91e084728e7be71f2023-11-04T08:52:01ZengOctagon Education ServicesJournal of Pedagogical Sociology and Psychology2687-37882023-10-015324726210.33902/jpsp.202320247EFL teachers' continuous professional development: Reflections and target needsMulualem Eshete Mekie0Girma Gezahegn1Arba Minch University, EthiopiaAddis Ababa University, EthiopiaContinuous Professional development (CPD) has received growing attention in teacher education research since it has the potential to affect teacher learning. Despite this, studies on English as Foreign Language (EFL) teachers' needs for CPD have been limited. To bridge this gap, this study investigated EFL teachers' reflections on and target needs for CPD. This study employed a mixed-methods research design, which involves both quantitative and qualitative approaches to answer the research questions. The research participants included 20 EFL teachers teaching at government high schools, and the data were collected using a test, questionnaires, and interviews. The findings indicated that EFL teachers have different views of their lacks, wants, and necessities. Furthermore, EFL teachers reflected that the current CPD program, which is practiced in their school, was never conducted to help them develop their profession. At the 0.01 level (2-tailed), there was a strong, negative correlation between EFL teachers’ CPD target needs and their reflections on the current CPD (r<sub>s</sub> = <i>-</i> 0.961, n = 20, <i>p=. </i> 01). Finally, the study recommends revising the CPD program; stakeholders should conduct program evaluations and then incorporate teachers’ reflections and target needs for CPD.https://www.j-psp.com/download/efl-teachers-continuous-professional-development-reflections-and-target-needs-13803.pdfcontinuous professional developmentEFL teachersreflections ontarget needs |
| spellingShingle | Mulualem Eshete Mekie Girma Gezahegn EFL teachers' continuous professional development: Reflections and target needs Journal of Pedagogical Sociology and Psychology continuous professional development EFL teachers reflections on target needs |
| title | EFL teachers' continuous professional development: Reflections and target needs |
| title_full | EFL teachers' continuous professional development: Reflections and target needs |
| title_fullStr | EFL teachers' continuous professional development: Reflections and target needs |
| title_full_unstemmed | EFL teachers' continuous professional development: Reflections and target needs |
| title_short | EFL teachers' continuous professional development: Reflections and target needs |
| title_sort | efl teachers continuous professional development reflections and target needs |
| topic | continuous professional development EFL teachers reflections on target needs |
| url | https://www.j-psp.com/download/efl-teachers-continuous-professional-development-reflections-and-target-needs-13803.pdf |
| work_keys_str_mv | AT mulualemeshetemekie eflteacherscontinuousprofessionaldevelopmentreflectionsandtargetneeds AT girmagezahegn eflteacherscontinuousprofessionaldevelopmentreflectionsandtargetneeds |