Efl Teachers Practice Of The Continuous Professional Development (cpd) Programme Witfi Specia( 1ference To Some Serected Secane( Cyere Primary Scfioors In (j)essie

The main objectives of this study were to investigate EFL teacher perception ofrnthe CPD pogramme and the practices of the CPD facets in actual classroom.rnThe research participants were English language teachers in second cyclernprimary sch ools (Grade 7-8) attending the CPD programme, a professionalrndevelopment programme for all teachers . Questionnaire, interview, classroomrnobservation and document analysis were mainly used as da ta collectionrninstruments. Sixty-two teach ers responded to the questionnaire, ten teachersrnwere interviewed, thirty -two classrooms lesson were observed, sixteen lessonrnplans and mark lists, eight por tfolios and action research document werernanalyzed.rnThe questionnaire and classroom observations data were analyzed usmgrndescriptive statistic, while the other data were analyzed qualitatively andrnpresented using a n a rrative process. The results indicated that EFL teachersrnhad fairly good perceptions about CPD programme. Their perceptions aboutrnteacher development were altered and their knowledge increased despite thernvariations according to age, experience and qualification. On the other hand,rnEFL teacher had dissatisfaction with course content and orga nization andrndelivery vs good perceptions about CPD. There was also a discrepancy betweenrntheir espoused beliefs about the practice of CPD facets and their actualrnpractices. It was concluded th a t EFL teachers perceptions were altered, andrntheir knowledge increased, however, increased in knowledge did not lead tornchange in their classroom practice.

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