A Case Study of an Online /Distance Learning Professional Development Course of EFL Teachers in Pakistan
Keywords:
online professional development, continuing professional development, community of practiceAbstract
Professional development plays a crucial role in enhancing teachers' skills and knowledge in their respective subjects. According to Freeman (2004), second language teacher education encompasses both initial preparation and ongoing professional growth. This study aims to explore the perspectives of English as a Foreign Language (EFL) teachers in Pakistan regarding online professional development courses. Specifically, the study seeks to investigate how these teachers perceive the implementation of such courses in terms of their impact on teaching effectiveness, the creation of a community of practice through interaction, the support provided by tutors throughout the course, and the relevance of course content.
Using a mixed-method approach, this study employed questionnaires to collect quantitative data and conducted semi-structured interviews to gather qualitative insights. The participants consisted of male and female English language teachers from Pakistan.
The research findings shed light on various aspects of teachers' perspectives, highlighting the effectiveness of online professional development courses for English teachers. The key findings indicate that these courses positively influence teaching skills, facilitate the establishment of a community of practice through collaborative interaction, offer substantial support from tutors throughout the course, and contribute to the enhancement of subject knowledge. Ultimately, this study serves to inform EFL teachers and educators in other subject areas about the advantages of engaging in online professional development opportunities.
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