| A Sustainable Pedagogical Content Knowledge Development Model for Continuous Professional Development in EFL |
| کد مقاله : 1053-ELTCONF7. (R2) |
| نویسندگان |
|
Mehran Memari *1، هدی حمدی2 1Farhangian University 2Khuzestan Education General Office, Ministry of Education, Iran |
| چکیده مقاله |
| This qualitative study addresses the persistent gap between theoretical knowledge and practical classroom application in English as a Foreign Language (EFL) teacher professional development (CPD). While Pedagogical Content Knowledge (PCK) is widely recognized as a cornerstone of teacher expertise, many CPD programs fail to foster its sustainable and continuous growth. This research proposes and investigates the efficacy of a sustainable PCK development model grounded in the principles of Reflective Practice, Collaborative Inquiry, and Iterative Design. Conducted over a six-month period, the study engaged 15 in-service EFL teachers from diverse secondary school contexts in a series of workshop cycles. Data were collected through semi-structured interviews, reflective journals, and classroom observations. Thematic analysis revealed that the model significantly enhanced teachers' metacognitive awareness of their PCK, fostered a collaborative culture of knowledge sharing, and led to more contextually responsive and student-centered instructional practices. The findings suggest that moving beyond one-off, transmission-based CPD towards sustained, collaborative, and inquiry-oriented models is crucial for the long-term development of teacher expertise in EFL. This study offers a replicable framework for institutions and teacher educators seeking to implement meaningful and sustainable CPD. |
| کلیدواژه ها |
| Pedagogical Content Knowledge (PCK), Continuous Professional Development (CPD), EFL, Teacher Expertise, Reflective Practice, Collaborative Inquiry, Sustainable Development |
| وضعیت: پذیرفته شده برای ارائه شفاهی |