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- Title
An analysis of shifting EFL teachers' perceptions on continuing professional development through lesson observation.
- Authors
Bardakçı, Mehmet; Yoğun, Mehmet Salih
- Abstract
The current study sought to determine how EFL teachers perceived continuing 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 data were collected by means of an open-ended question and reflective papers and analyzed by 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 selfleadership 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.
- Subjects
ENGLISH as a foreign language; ENGLISH teachers; TEACHER development; CONTINUING education; EDUCATIONAL coaching
- Publication
International Journal of Curriculum & Instruction, 2023, Vol 15, Issue 3, p1497
- ISSN
1562-0506
- Publication type
Article