Moroccan EFL Teachers’ Participation, Preferences, and Perceived Effectiveness of Online Professional Development

Abstract

The present study aims at investigating Moroccan EFL teachers’ participation in and attitude towards online professional development. It seeks also to examine teachers’ perceived effectiveness of online professional development by using a cross-sectional survey design. This design was supported with a questionnaire and a scale to collect data from a sample of (103) Moroccan EFL teacher. The data elicited was coded and analyzed quantitatively and qualitatively. The results of the study reveal that teachers in the Moroccan context are not fully engaged in online professional and they still exhibit higher preference to traditional forms of professional development. In addition, the results report that teachers perceive that online professional development provides effective content that is sustainable and access flexible. However, teachers also inform that online professional development is not active and collaborative in nature. Based on the results of this study a number of informed recommendations are directed to Moroccan English language teachers and policymakers.

El uso del aprendizaje basado en proyectos en las aulas de inglés como lengua extranjera: una revisión bibliográfica

“…Based on the research findings, teacher training is one of teachers' most significant challenges. Pérez et al (2022), Baghoussi and El Ouchdi (2019), Moussaoui andErguig (2024), andGarib (2023) affirm that effective PBL requires experienced educators.…”

“…However, implementing PBL is often hindered by various challenges, such as the lack of teacher training workshops on PBL, classroom overcrowdedness, the lack of teaching and learning materials and infrastructure, time and labor consumption, students' attitudes and language proficiency, and teachers' engagement. Moussaoui and Erguig (2024), Pérez et al (2022), andRam (2022) emphasize the need to understand teachers' experiences when implementing Project-Based Learning (PBL) to improve teaching methods. Teachers can lead to more effective educational practices by identifying successful strategies and addressing obstacles.…”

“…Pérez et al (2022) emphasize the significance of teacher experience, highlighting that educators' inexperience in implementing PBL contributes to their struggles. Consequently, Baghoussi and El Ouchdi (2019) and Moussaoui and Erguig (2024) agree that teachers may need more pedagogical knowledge and skills to design and facilitate meaningful PBL experiences for their students. Moussaoui and Erguig (2024) state that teachers face challenges balancing guidance and student autonomy.…”

“…Consequently, Baghoussi and El Ouchdi (2019) and Moussaoui and Erguig (2024) agree that teachers may need more pedagogical knowledge and skills to design and facilitate meaningful PBL experiences for their students. Moussaoui and Erguig (2024) state that teachers face challenges balancing guidance and student autonomy. They focus on training to develop facilitation skills.…”