Journal of Pedagogical Sociology and Psychology
EFL teachers' continuous professional development: Reflections and target needs
Mulualem Eshete Mekie 1 * , Girma Gezahegn 2
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1 Arba Minch University, Ethiopia
2 Addis Ababa University, Ethiopia
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, 2023 - Volume 5 Issue 3, pp. 247-262
https://doi.org/10.33902/jpsp.202320247

Article Type: Research Article

Published Online: 20 Oct 2023

Views: 1027 | Downloads: 675

ABSTRACT
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 (rs = - 0.961, n = 20, p=. 01). Finally, the study recommends revising the CPD program; stakeholders should conduct program evaluations and then incorporate teachers’ reflections and target needs for CPD.
KEYWORDS
continuous professional development EFL teachers reflections on target needs
In-text citation: (Mekie & Gezahegn, 2023)
Reference: Mekie, M. E., & Gezahegn, G. (2023). EFL teachers' continuous professional development: Reflections and target needs. Journal of Pedagogical Sociology and Psychology, 5(3), 247-262. https://doi.org/10.33902/jpsp.202320247
In-text citation: (1), (2), (3), etc.
Reference: Mekie ME, Gezahegn G. EFL teachers' continuous professional development: Reflections and target needs. Journal of Pedagogical Sociology and Psychology. 2023;5(3), 247-262. https://doi.org/10.33902/jpsp.202320247
In-text citation: (1), (2), (3), etc.
Reference: Mekie ME, Gezahegn G. EFL teachers' continuous professional development: Reflections and target needs. Journal of Pedagogical Sociology and Psychology. 2023;5(3):247-62. https://doi.org/10.33902/jpsp.202320247
In-text citation: (Mekie and Gezahegn, 2023)
Reference: Mekie, Mulualem Eshete, and Girma Gezahegn. "EFL teachers' continuous professional development: Reflections and target needs". Journal of Pedagogical Sociology and Psychology 2023 5 no. 3 (2023): 247-262. https://doi.org/10.33902/jpsp.202320247
In-text citation: (Mekie and Gezahegn, 2023)
Reference: Mekie, M. E., and Gezahegn, G. (2023). EFL teachers' continuous professional development: Reflections and target needs. Journal of Pedagogical Sociology and Psychology, 5(3), pp. 247-262. https://doi.org/10.33902/jpsp.202320247
In-text citation: (Mekie and Gezahegn, 2023)
Reference: Mekie, Mulualem Eshete et al. "EFL teachers' continuous professional development: Reflections and target needs". Journal of Pedagogical Sociology and Psychology, vol. 5, no. 3, 2023, pp. 247-262. https://doi.org/10.33902/jpsp.202320247
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