The Impact of In-Service Training on EFL Teachers' Classroom Practices and Their Perceptions of Professionalization

Abstract

       This study examines the contribution of ICT in-service teacher training on the EFL teachers’ practice in the classroom, and on their views towards the process of professionalization. It sets out to investigate how in-service training alters the instructional strategies employed by the teachers, their ability to deliver instructional content, and how they perceive themselves as professionals. The necessary information was collected using a mixed-methods approach to achieve the objectives of the study effectively. The quantitative component aims at determining the extent of change in the classroom practices of the teachers and their career growth while the qualitative section seeks to relate how the teachers trained in-service programmes perceive and experience them. Combining these methods makes it possible to expand data sources, obtaining not just statistically processed results but also detailed explanations of descriptive nature that help in explaining the data. The study showed that after the teachers received the training professional identity, use of advanced technology and their teaching practices changed for the better. On the other hand, the integration of technology and adequate support still remain a challenge