The Role of Communities of Practice in Developing Yemeni EFL Teachers' Continuous Professional Development

Bibliographic Data

ID20489139
AuthorsWagdi Rashad Ali Bin-Hady (0000-0002-4116-113X, Hadhramout University), Najat Ahmed Busabaa (Hadhramout University), Lamis Abdulrahman Hasan Abdullah (University of Aden)
Year2024
Volume23
Issue1
Pages143-160
Publication date2024-07-30
Open AccessYes
TypeARTICLE
VenueTraduction et Langues (JOURNAL)
Journal identifiersISSN: 1112-3974 • E-ISSN: 2600-6235
PublisherUniversity of Oran 2 Mohamed Ben Ahmed (PUBLISHER • DZ)
DOI10.52919/translang.v23i1.975
OpenAlexW4401314652
LanguageEN
References cited5

Teaching is a profession that necessitates continual growth and adaptation. Teachers are tasked with updating their teaching practices to align with evolving methodologies and technological advancements in education. One effective strategy for achieving this is through Communities of Practice (CoP), where educators can collaborate with peers in their subject area, sharing insights and learning from each other’s experiences. This study investigates the perceptions of Yemeni EFL (English as a Foreign Language) teachers participating in CoPs, focusing on how these communities contribute to their Continuous Professional Development (CPD). The research aims to identify which aspects of CPD are most valued among Yemeni EFL teachers, while also exploring the influence of variables such as gender and years of teaching experience on CPD outcomes. Employing a quantitative approach, data was collected through a validated, close-ended questionnaire comprising 16 items. The questionnaire, validated for reliability with 15 CoP members (Cronbach’s α = 0.872), was administered to 54 CoP participants who engaged in a program facilitated by the British Council in Yemen between late 2022 and early 2023. Statistical analysis using SPSS (Version 23) was conducted to interpret the findings. The study reveals that Yemeni EFL CoP members reported significant CPD enhancements, with an average score of M = 3.90 attributed to their participation in CoP activities. Specifically, engagement in CoPs received the highest rating among CPD components (M = 4.04), closely followed by Foundation and Specialisation (M = 4.01), with Integration scoring M = 3.65. Furthermore, the study found no significant differences in CPD outcomes based on gender or years of teaching experience among CoP members. The findings underscore the importance of fostering CoPs among EFL educators to facilitate knowledge sharing and professional development. Additionally, the study recommends that EFL university instructors promote CoP formation among their students to prepare them for successful careers in education. By leveraging CoPs, Yemeni EFL teachers can continuously enhance their teaching practices, staying abreast of advancements in pedagogy and technology, thereby ensuring quality education for their students

Community of practice · Continuing professional development · Cronbach's alpha · English as a foreign language · Mathematics education · Medical education · Pedagogy · Professional development · Collaborative Teaching and Inclusion · Medicine · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies

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