A Scrutiny of Algerian EFL Teachers Perceptions toward Continuing Professional Development "CPD" in Higher Education
| المصدر: | مجلة آفاق للعلوم |
|---|---|
| الناشر: | جامعة زيان عاشور الجلفة |
| المؤلف الرئيسي: | Baghdadi, Assia (Author) |
| المجلد/العدد: | مج8, ع1 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2023
|
| الصفحات: | 70 - 87 |
| DOI: |
10.37167/1677-008-001-006 |
| ISSN: |
2507-7228 |
| رقم MD: | 1348653 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, EcoLink, HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Continuous Professional Development | EFL | Teaching | Students | Perceptions
|
| رابط المحتوى: |
عدد مرات التحميل
4
| المستخلص: |
CPDs are considered by education researchers as the activities that encompass all natural learning experiences and those conscious and planned activities, which are intended to be of direct or indirect benefit to the individual, group or school. Yet, despite the benefits that CPDs offer to teachers, most of them are devoted to teachers of undergraduate levels. The current research paper attempts to explore the attitudes and opinions of English as foreign language (EFL) teachers at a higher level, specifically in the context of EFL higher education. It is intended to probe the different angles that are related to CPDs such as the teachers experience with the CPDs and their impacts on their knowledge, skills and practices, their needs analysis, their ways of evaluating CPD outcomes, and the hindrances that inhibit their participation in the CPD programs. To this end, research was conducted within the English Department at the Teachers’ Higher College of Laghouat in Algeria with a sample of twenty four (24) full-time teachers. The obtained data were analyzed quantitatively and qualitatively through an exploratory descriptive design. By the end of the study, instructors reported positive effects of CPDs at different levels. However, the need to undergo more CPD programs was highly felt by the teachers to enhance their performance and knowledge in the areas of classroom management, introducing ICTs, and teaching in a multicultural setting. |
|---|---|
| ISSN: |
2507-7228 |
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