EFL Teachers' Professional Development Needs: A Comparative Phenomenological Analysis for Face-to-Face and Online Instruction
الموضوعات : Journal of Studies in Learning and Teaching English
Hossein Isaee
1
(Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran)
Hamed Barjesteh
2
(Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran)
الکلمات المفتاحية: Professional Development Needs, EFL teachers, Online Teaching,
ملخص المقالة :
Teachers must be prepared to shift from face-to-face to online classes in emergencies like COVID-19. Fortunately, electronic learning made teaching a second or foreign language online possible. Online teaching requires EFL teachers to acquire new knowledge, skills, and competencies. Professional development (PD) is necessary to assist teachers in developing new pedagogies and competencies and coping with recent roles in online learning contexts. In effect, this study aimed to screen EFL teachers' main professional development needs for quality teaching in both face-to-face and online environments. By employing a theoretical sampling technique, the researchers conducted phenomenological research and interviewed 18 experienced EFL teachers who had practiced online teaching during Pandemic. Semi-structured interviews were held, recorded, and transcribed verbatim. The interviews were analysed using open, axial, and selective coding. Finally, it was manifested that EFL teachers have six PD needs for face-to-face classes namely pedagogical, language knowledge, classroom management, assessment, educational psychology, and material development needs. Moreover, findings revealed that EFL teachers' PD needs for online teaching could be classified into five main categories including pedagogical, content, designing and technological, communication and social skills, and classroom management needs. It is concluded that EFL teachers might feel uncomfortable teaching online courses because of the many roles and responsibilities. Therefore, it is necessary to determine EFL teachers' PD needs and competencies so that teacher educators and language institutes can design PD programs for online teachers. Findings have theoretical and practical implications for electronic learning experts, EFL teachers, teacher trainers, and language institutions.
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