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Quality assurance in Teacher Professional Development Programs : A Case Study of EFL Teachers in Moroccan Public High Schools
| Content Provider | Semantic Scholar |
|---|---|
| Author | Biqiche, Aabla Chnani, Hanae Messouab, Imad |
| Copyright Year | 2019 |
| Abstract | There is a great consensus among researchers and educators that teachers must be well-prepared, especially for the sake of boosting the quality of education. This paper aimed at investigating the factors that affect EFL teacher’s participation in teacher professional programs in Moroccan public high schools. To this end, the survey was administered to high public school teachers to identify the obstacles that hinder their participation in TPD programs and factors that foster their willingness to take part in Professional opportunities. The sample of the study comprised (30) EFL teachers in Moroccan public high schools. The findings demonstrated that financial support and effectiveness of the TPD programs strongly correlate with teachers’ willingness to participate in TPD opportunities. Based on the findings of the study, several recommendations were suggested, from which are the need to ensure quality in devised programs and to support teachers financially to facilitate their access to fruitful professional opportunities.(151) |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://iosrjournals.org/iosr-jhss/papers/Vol.%2024%20Issue5/Series-10/E2405104652.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
