Faranak Shapouran; Roya Ranjbar Mohammadi Bonab; Mohammad Hossein Yousefi; Hassan Asadollahfam
Abstract
Teachers' professional learning plays an important role in their attempt to change their teaching practices; however, few studies have been conducted on how teachers prepare themselves for the vast initiatives in ameliorating students' outcomes. This study aimed to explore EFL teachers’ perceptions ...
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Teachers' professional learning plays an important role in their attempt to change their teaching practices; however, few studies have been conducted on how teachers prepare themselves for the vast initiatives in ameliorating students' outcomes. This study aimed to explore EFL teachers’ perceptions toward their professional learning practices and their professional developmental orientations that contribute to the process of their professional learning. To this end, 30 Iranian EFL teachers selected through purposive sampling participated in this qualitative phenomenological study. The data was collected through semi-structured interviews, focus group interviews, and narrative inquiries to ensure the trustworthiness criteria of the data. The thematic analysis of the data revealed three themes of professional development programs, collaborative learning and experience-based learning. The result showed that only a few teachers were satisfied with the school-based professional learning programs, indicating that revision in the educational system was required to develop teachers’ professional learning. Meanwhile, effective learning occurred through collaboration among the teachers and the mutual learning between teachers and students, hence, leading to participative decision-making and teachers' reflective practice. Overall, participants mentioned students' outcomes as a key level of teachers' professional learning. This study has important implications for policymakers, school administrators, and teacher educators.
