A Mixed-Method Analysis of Continuing Professional Development for EFL Teachers

Authors

DOI:

https://doi.org/10.31098/jefltr.v5i2.3445

Keywords:

Continuing Professional Development, EFL teacher education, self-exploration, autonomous professional growth

Abstract

This study explores how Tunisian teachers of English as a Foreign Language (EFL) understand Continuing Professional Development (CPD) and how the in-service training they receive from the inspectors shapes their beliefs about the role(s) of self-explorations in achieving autonomous CPD. It adopts a mixed-method design consisting of a questionnaire answered by 99 EFL teachers working in public schools across the country and interviews conducted with three EFL inspectors from different Regional Directorates of Education. The analysis of the data collected with the two instruments confirms that the preparation areas chosen for the teachers are exclusively determined by the inspectors, with minimum interference from the teachers; the majority of the surveyed teachers link their CPD cycles to the supervision provided by the inspectors; and the inspectors seem to have a deeper understanding of CPD, but they consistently advocate some degree of involvement in the teachers’ self-explorations.

References

Bates, R. (2004). Regulation and autonomy in teacher education: Government, community or democracy? Journal of Education for Teaching: International Research and Pedagogy. 30(2), 117–130. https://doi.org/10.1080/0260747042000229744

Bell, C., Qi, Y., Croft, A., Leusner, D., McCaffrey, D., Gitomer, D. & Pianta, R. (2014). Improving observational score quality: Challenges in observer thinking. Kane, T. Kerr, K. & Pianta, R. (Eds.), Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project. (pp. 50-97). San Francisco, CA: John Wiley & Sons.

Borg, S. (2014). Teacher research for professional development. Pickering, G. & Gunashekar, P. (Eds.), Innovation in English Language Teacher Education. (pp. 23-28). International Teacher Educator Conference Hyderabad.

Burns, A. (2010). Doing Action Research in English Language Teaching: a Guide for Practitioners. Routledge. https://doi.org/10.4324/9780203863466

Cohen E., Brody C., & Sapon-Shevin M. (2004). Teaching Cooperative Learning: a Challenge for Teacher Education. Albany: State University of New York Press.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. https://doi.org/10.54300/122.311

Davis, M., B. (2007). Doing a Successful Research Project: Using Qualitative or Quantitative Methods. Palgrave Macmillan.

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140

Burns A. & Richards, J. (2009). The Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Press.

https://doi.org/10.1017/9781139042710

Elliott , J. (2001). Action Research for Educational Change. Philadelphia, PA: Open University Press.

Farrell, T. S. (2014). Promoting Teacher Reflection in Second Language Education: A Framework for TESOL Professionals. New York, NY: Routledge.

Flecknoe, M. (2002). Measuring the impact of teacher professional development: Can it be done? European Journal of Teacher Education 25(2- 3), 119–134. https://doi.org/10.1080/0261976022000035665

Harrera, L. J. (2018). Action research as a tool for professional development in the K-12 ELT classroom. TESL Canada Journal/Revue TESL du Canada. 35(2), 128-139. https://doi.org/10.18806/tesl.v35i2.1293

Johnson, A. P. (2012). A Short Guide to Action Research. Upper Saddle, NJ: Pearson.

Lee, I. (2007). Preparing pre-service language teachers for reflective practice. ELT Journal, 61(4), 321–329. https://doi.org/10.1093/elt/ccm022

Little, J. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913-945. https://doi.org/10.1111/1467-9620.00273

Richards, J. C. (1998). Beyond Training: Perspective on Language Teacher Education. New York: Cambridge University Press.

Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-176. https://doi.org/10.1177/0033688208092182

Richards J. C. & Farrell, T. (2005). Professional Development for Language Teachers. New York: Cambridge University Press. https://doi.org/10.1093/elt/ccl014

Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1), 5 -22. https://doi.org/10.1177/0033688214561621

Ridge, B. L., & Lavigne, A. L. (2020). Improving instructional practice through peer observation and feedback: A review of the literature. Education Policy Analysis Archives, 28, 61. https://doi.org/10.14507/epaa.28.5023

Samson, J. F., & Collins, B. A. (2012). Preparing All Teachers to Meet the Needs of English Language Learners: Applying Research to Policy and Practice for Teachers’ Effectiveness. USA: Center for American Progress

Sandholtz, J. H. (2002). In-service training or professional development: Contrasting opportunities in a school/university partnership. Teaching and Teacher Education 18(7), 815–30. https://doi.org/10.1016/S0742-051X(02)00045-8

Shamim, F. (2008). Trends, issues and challenges in English language education in Pakistan. Asia Pacific Journal of Education, 28(3), 235-249. https://doi.org/10.1080/02188790802267324

Stuart, J., Acheampong, K., & Croft, A. (2009). Key Issues in Teacher Education. Oxford: Macmillan Education.

Tedick, D, J. (2005). Second Language Teacher Education: International Perspectives. Mahwah, NJ: Lawrence Erlbaum. https://doi.org/10.4324/9781410611130

Zhan, S. (2008). Changes to a Chinese pre-service language teacher education program: Analysis, results and implications. Asia-Pacific Journal of Teacher Education, 36(1), 53–70. https://doi.org/10.1080/13598660701793392

Downloads

Published

September 30, 2025

Citation Check

How to Cite

Saidi, E. (2025). A Mixed-Method Analysis of Continuing Professional Development for EFL Teachers. Journal of English As A Foreign Language Teaching and Research, 5(2), 84–98. https://doi.org/10.31098/jefltr.v5i2.3445

Article Index