Iranian EFL Teachers’ Conceptualization of and Engagement in Continuing Professional Development

محورهای موضوعی : Second Language Education

Abdolraoof Samii ¹ , Mahnaz Saeidi ² , Masoud Zoghi ³ , Nasrin Hadidi Tamjid ⁴

1 - Departement of English, Tab.C, Islamic Azad University, Tabriz, Iran.
2 - Departement of English , Tab.C, Islamic Azad University, Tabriz, Iran
3 - Department of English, Ah.C, Islamic Azad University, Ahar, Iran
4 - English Language Department, Tab.C, Islamic Azad University, Tabriz, Iran

تاریخ دریافت : 1404/05/18 تاریخ پذیرش : 1404/08/30 تاریخ انتشار : 1404/10/09

کلید واژه: Continuing Professional Development, onceptualization of PD, Enactment of PD, Engagement in PD, Teacher CPD,

چکیده مقاله :

Continuing Professional Development (CPD) is a lifelong process through which teachers refine their expertise, enhance pedagogical skills, and improve teaching quality. This qualitative study explored the conceptualization of and engagement in CPD by Iranian English as a Foreign Language (EFL) teachers. Data were collected via semi-structured interviews with 30 EFL instructors from two private institutions in Urmia, Iran, and analyzed using Braun and Clarke’s (2006) thematic framework. Findings revealed that teachers perceived CPD through four key dimensions: (1) Practical Experiences, (2) External Professional Pursuits, (3) Academic Endeavors, and (4) Collaborative Community Engagement. Their CPD activities included workshops, conferences, peer observation, action research, informal discussions, self-directed learning, and formal education. Despite active engagement, the study highlighted a lack of systemic support tailored to teachers' needs and interests. The results underscore the necessity for structured CPD frameworks that align with educators' professional goals. Practical recommendations are provided for policymakers and institutions to foster effective CPD practices, emphasizing the importance of institutional backing, resource accessibility, and collaborative opportunities. This study contributes to the discourse on teacher development by offering insights into EFL teachers’ CPD engagement in Iran and advocating for context-sensitive professional growth strategies.

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Iranian EFL Teachers’ Conceptualization of and Engagement in Continuing Professional Development

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