Progress in English Language Teaching Through Continuous Professional Development—Teachers’ Self-Awareness, Perception, and Feedback

Abstract

This research aimed to investigate the various aspects of EFL teachers’ professional development through Continuous Professional Development (CPD). Hence a study involving 83 EFL teachers from different socio-economic, multi-cultural, educational, and disciplinary backgrounds was conducted to ascertain their attitudes, perceptions, and feedback on CPD. The sample population was random, and the data collection was through a questionnaire. The results showed that teachers take charge of their CPD, but for better outcomes, they need professional development through shared experience, reflective teaching, and have a sense of community among them to stay at par with the global standards of the education system. Through this research, the concept of CPD and its significance in teaching English are made available. This study also proposes higher achievement in education through teacher professional development programs. Moreover, the analysis demonstrated that teachers are confident in what they do because of their positive belief in their own CPD. From the results, it was clear that every EFL teacher should take charge of their professional development to become better teachers and help students achieve their goals.

Teachers' Perspectives towards Online Professional Development Programs during the Period of COVID-19 Pandemic in the Saudi EFL Context

“…The two essential aspects of good PD are expanding teachers' subject-specific content and pedagogical knowledge, including understanding how students learn and experimenting with different delivery methods (Vadivel et al, 2021;Garet et al,1999). Taylor (2011) identified three reasons participants chose to take an online PD course: compliance with teacher certification criteria, interest and relevance, and convenience (time).…”

“…Ferdig et al, (2020) state that the primary goal of OPDPs is to train instructors on how to teach online. Similarly, Vadivel et al, (2021) also mention that an educator who has been allowed to absorb something valuable can unavoidably deliver the alike to their students. According to Wuryaningsih et al, (2019), improving teacher PD in the digital era by employing web-based learning appears to be a fundamental breakthrough in strengthening teachers' skills.…”

Globally competent teachers: English as a second language teachers’ perceptions on global competence in English lessons

“…Therefore, education today requires a new dimension of teachers’ professional development that correlates with global competencies ( Orazbayeva, 2016 ). Likewise, continuous professional development for teachers is to develop proficiencies to meet changing professional demands by regularly involved in various updated programs ( Sukri et al, 2017 ; Vadivel et al, 2021 ). From a language student’s standpoint, students need to be taught English by highly trained language teachers who are constantly ready to adapt to changes in the educational system throughout the world.…”

The Effectiveness of a Gamified Electronic Application in Developing Reading Comprehension Abilities among First-Grade Intermediate Students in Saudi Arabia

“…Much work and patience are required to complete all duties in educational applications. is is because fun, entertainment, and suspense methods are lacking, and bringing fun and entertainment to educational applications is not easy [1,2]. From this, the term "gami cation" was coined, which is based primarily on fun, entertainment, and participation and involves using gaming components in nonplaying circumstances to drive students to learn and maximize their enjoyment and involvement [3,4].…”