An analysis of shifting EFL teachers' perceptions on continuing professional development through lesson observation
EFL teachers' perceptions on continuing professional development
Abstract
The current study sought to determine how EFL teachers perceived ongoing professional development and to what extent peer coaching influenced such beliefs. In keeping with the goal of the study, a qualitative case study approach was used. Participants in this study were 16 instructors, 9 of whom were men and 7 of whom were women, who worked at a private university's School of Foreign Languages. The collected data were analyzed using Creswell’s (2012) inductive content analysis. The results showed that four categories may be used to group the participants' perceptions of continued professional growth prior to the peer-coaching procedure. The categories were named (1) lifelong learning, (2) staying up to date, (3) skills development, and (4) team-building process. A new definition of self-leadership arose as a result of the peer-coaching process. Additionally, most participants admitted that the peer-coaching methodology had a positive impact on their career development procedures.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
