The Influence of Online CPD on EFL Secondary School Teachers’ Instructional Practices

Karim Boulaine

Abstract


Continuous Professional Development (CPD) constitutes a valuable source of training for language teachers to enhance their teaching-related knowledge and skills and update their instructional practices, with online CPD activities playing a fundamental role in facilitating in-service teachers’ accessibility and participation. In response to the recent call to understand how teachers continue their professional development in teaching and considering the significant dearth of studies on teachers’ participation in online CPD activities in Moroccan EFL secondary schools, this study aims to investigate the extent to which teachers participate in online CPD activities and examine the role of their participation in these activities in enhancing their instructional practices. This study adopts a cross-sectional quantitative research design. An online self-report questionnaire was administered to 120 EFL Moroccan secondary school teachers to collect data. This study yields interesting findings. First, most EFL teachers participate in online CPD activities using mainly Massive Open Online Courses (MOOCs), E-mail, and YouTube. Second, online CPD activities play a crucial role in supporting teachers in implementing innovative teaching strategies, using differentiated instruction, integrating ICT tools, facilitating constructive feedback provision, and encouraging their engagement in reflective practices. This study concludes with several implications and research recommendations for EFL teachers.


Keywords


Online participation; CPD activities; Teachers; Teaching practices

Full Text:

PDF

References


Arif, M. I., Tahira, S. S., & Qureshi, M. S. (2022). Transforming distance education for teachers’ continuous professional development. Pakistan Journal of Humanities and Social Sciences, 10(1), 102-109. https://doi.org/10.52131/pjhss.2022.1001.0178

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. https://doi.org/10.3102/0013189X033008003

Bouaissane, M., Mourchid, M., & Brigui, H. (2022). A study of Moroccan EFL teachers’ attitudes towards in-service continuing professional development. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 27(10), 59-71. DOI: 10.9790/0837-2710075971

Creswell, J. W. (2009). Qualitative procedures. In Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Sage.

Das, P., & Barman, P. (2023). Does ICT contribute towards sustainable development in education? An overview. International Journal of Research Publication and Reviews, 4(7), 544-548.

Dornyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.

Elmabruk, R. (2009). Using the Internet to support Libyan in-service EFL teachers’ professional development (Doctoral dissertation, University of Nottingham). https://eprints.nottingham.ac.uk/id/eprint/11038

Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks: Corwin Press.

Meyer, A., Kleinknecht, M., & Richter, D. (2023). What makes online professional development effective? The effect of quality characteristics on teachers’ satisfaction and changes in their professional practices. Computers & Education, 200, 104805. https://doi.org/10.1016/j.compedu.2023.104805

Mills, G. E., & Gay, L. R. (2016). Educational research: Competencies for analysis and applications. Pearson.

Mohamed, O. (2020). Issues in teachers’ professional development (TPD) for EFL teachers in Morocco. Journal of Applied Language and Culture Studies, 3, 189-213.

Njenga, M. (2023). Content and effectiveness of TVET teacher CPD in Kenya. Hungarian Educational Research Journal. https://doi.org/10.1556/063.2023.00257

Poole, T., Fitzgerald, A., & Dann, C. (2020). Effective online professional development: Teacher perceptions, practices, and preferences. https://doi.org/10.21203/rs.3.rs-79141/v1




DOI: http://dx.doi.org/10.3968/13531

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Higher Education of Social Science

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Share us to:   

Reminder

  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.


We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases:
[email protected]; [email protected]; [email protected]

 Articles published in Higher Education of Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).

HIGHER EDUCATION OF SOCIAL SCIENCE Editorial Office

Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net Http://www.cscanada.org 
E-mail: [email protected]; [email protected]

Copyright © 2010 Canadian Research & Development Center of Sciences and Cultures