EFL Beginning Teachers: An analysis of Early Career Teacher Development in the Department of English at M.M.U.T.O
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Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Université Mouloud Mammeri
Abstract
This study is mainly concerned with EFL teachers’ views and attitudes towards teachers’ professional development in the Department of English at MMUTO. For data collection, (40) questionnaires were distributed to teachers at the level of the English Department at MMUTO. However, in this study we relied on Fuller’s theory of concern (1969), which clearly explained the stages that a teacher must go through to provide better methods of teaching. To analyze the collected data, we have used the mixed-method approach, combining the qualitative and quantitative methods. The data collected from the open-ended questions from the questionnaire were analyzed using the qualitative content analysis by interpreting and describing teachers’ answers, while the close- ended questions of the questionnaire were analyzed using the quantitative content analysis. The results of this study revealed that the majority of the teachers agree on the implementation of professional development programs in the Department and they are aware of the importance and the benefits these programs would bring not only for teachers but also for students. Finally, these results show the need for professional development programs in the Department since all the teachers hold positive perceptions towards its implementation.
Description
72 p. 30 cm. (+CD-Rom)
Keywords
EFL, Development, Teachers, Professional, Department, Teaching
Citation
Language and Communication