Continuing Professional Development (CPD) of In-service Iranian EFL Teachers through Videoing

کد مقاله : 1100-ELTCONF6-FULL

نویسندگان

پرویز احمدی * هیات علمی

چکیده مقاله

The study examined how several in-service Iranian EFL teachers participated in a continuing professional development program launched by the Education Department for one year. The program focused on video-mediated practices and follow-up collegial discussions. The participant teachers were engaged in a series of professional discussions after peer-videoing their colleagues. The data for the study was collected through audio-recorded group discussions and interviews. The findings indicated that the participants engaged in professional reflective practices, reconceptualized their views of teaching concepts and practices, and reshaped their professional identity continuously. As a longitudinal case study, the findings of the study can help educational policymakers reconsider continuing professional development strategies and consequently, it is likely to have useful implications for training in-service EFL teachers. The study concludes that continuing professional development (CPD) programs should focus on promoting reflective skills. Guided supervision and more reflection in real settings can help teachers form the habit of reflection as life-long learning. Forming informal focus groups guided by qualified teacher educators was also useful to deal with pedagogical problems in the educational settings.

کلیدواژه ها

Continuing Professional Development (CPD); In-Service EFL Teachers; Peer-Videoing; Reflective Skills

وضعیت: پذیرفته شده