Professional Development of English as a Foreign Language Teachers in Saudi Arabia
DOI:
https://doi.org/10.17507/tpls.1509.18Keywords:
PD, EFL teachers, Saudi Arabia, teacher education, reflective practicesAbstract
Teacher professional development (PD) is essential in enhancing educational outcomes and giving teachers the skills they need to adapt to evolving instructional demands. PD in teaching English as a foreign language (EFL) has gained more attention in Saudi Arabia, where educational reforms align with Vision 2030. This paper reviews empirical studies on EFL teacher PD in Saudi Arabia in the higher education context from 2000 to 2023, focusing on publication trends, key areas of investigation, methodological approaches, and major findings. The results reveal a growing research interest in PD, particularly in teacher perceptions of PD effectiveness, reflective practices, online training opportunities and international training programs. In addition, the findings highlight the positive impact of PD on instructional practices, self-efficacy, and professional collaboration. However, some challenges arise, including the need for contextually relevant training and stronger institutional support. This review highlights the need for PD programs to be more sustainable, engaging, and responsive to teachers’ needs.
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