The Influence of Online CPD on EFL Secondary School Teachers’ Instructional Practices
Abstract
Continuous Professional Development (CPD) constitutes a valuable source of training for language teachers to enhance their teaching-related knowledge and skills and update their instructional practices, with online CPD activities playing a fundamental role in facilitating in-service teachers’ accessibility and participation. In response to the recent call to understand how teachers continue their professional development in teaching and considering the significant dearth of studies on teachers’ participation in online CPD activities in Moroccan EFL secondary schools, this study aims to investigate the extent to which teachers participate in online CPD activities and examine the role of their participation in these activities in enhancing their instructional practices. This study adopts a cross-sectional quantitative research design. An online self-report questionnaire was administered to 120 EFL Moroccan secondary school teachers to collect data. This study yields interesting findings. First, most EFL teachers participate in online CPD activities using mainly Massive Open Online Courses (MOOCs), E-mail, and YouTube. Second, online CPD activities play a crucial role in supporting teachers in implementing innovative teaching strategies, using differentiated instruction, integrating ICT tools, facilitating constructive feedback provision, and encouraging their engagement in reflective practices. This study concludes with several implications and research recommendations for EFL teachers.
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DOI: http://dx.doi.org/10.3968/13531
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