Issues in Teachers' Professional Development (TPD) for EFL Teachers in Morocco
Year: 2020
Type: article
Abstract: ABSTRACT: Today teachers’ professional development (TPD) has become a major concern in education. Big efforts and substantial budgets are devoted to sustain and increase both the teachers' and the school’s performances. However, providing quality TPD poses serious challenges to program designers. Professionals in the field hold that unless teachers’ professional and individual needs are attended in the trainings and later sustained through varied on-site activities, there is little chance that these will have any significant impact on teachers’ change (Day, 1999; Craft, 2000; Guskey, 2002; Diaz-Maggioli, 2004; Kennedy, 2005). The present article reports and discusses findings on the prevalent issues in TPD for EFL teachers in Morocco and how these affect the quality of the professional training programs that are provided every academic year. Implications and recommendations on how to improve the future TPD experiences are hence drawn. The study was based on the analysis of related official documents, questionnaires for English teachers (244) and 15 supervisors from various academies of education in Morocco, as well as two case studies representing typical professional training days. The results revealed that there are numerous stumbling blocks towards an effective implementation of TPD. The state’s lack of a strategic vision on ways and means to boost teachers’ growth resulted in a poor offer in quality TPD programs. The study recommends a participatory approach to the TPD programs design with more focus on school-based activities which provide better support to individual teachers.
Author: Ouardani Mohamed
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W3015349300