Teachers’ Perceptions of the DBR-CPD Program as a Change in Pedagogical Practice in the Professional Development of EFL Teachers

Hasan Mohsen Al-Wadi

Abstract


Facilitating change in teaching pedagogical practices through designed school-based research projects (DBR) offer teachers the opportunity not only to make change in their teaching sustainable but also to construct a professional perception framework that leads to said change. This paper investigates how the teachers of English as a foreign language (EFL) or second language (ESL) perceive the change process in their pedagogical practices during their involvement in a DBR programme that aimed to develop their teaching to improve their students’ literacy skills.  The data was gathered by implementing a mixed-methods study through the use of questionnaires and interviews. The results indicate that there are main factors that govern the process of the change in perception for the EFL/ESL teachers during their professional development program as non-native teachers of English, including contextualisation, diversity and the innovation levels of the pedagogical practices in the non-native English-speaking context.

 

https://doi.org/10.26803/ijlter.22.11.4


Keywords


Teacher change; designed-based research; professional development; pedagogical knowledge; EFL Teachers’ Development

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