Ghobrini M. 1, Ghobrini R. E. A. 1, Benaicha F. 1,
| 1 Abdelhamid Ibn Badis University, Algeria |
Abstract
Background and Aim of Study: The realm of education is in a constant state of evolution, necessitating that teachers at K-12 and tertiary levels continually update their practices through continuous professional development (CPD). The COVID-19 pandemic has significantly accelerated the adoption of online CPD, encompassing self-driven initiatives, government-led programs, and third-party offerings, notably those by the British Council in the MENA region, which is the emphasis of this study. This transition to online platforms initially involved leveraging Zoom, and subsequently, WhatsApp.
The aim of the study: to map the process of CPD-infused online training by analyzing meeting schedules, topics discussed, group dynamics, and interaction patterns. Additionally, it seeks to develop a CPD-based system that can be replicated or scaled for broader implementation.
Material and Methods: This descriptive multi-case study is conducted on two WhatsApp groups dedicated to enhancing the skills and competencies of 990 and 780 MENA teachers, respectively. For data collection, the study employed two primary tools: participant observation, and analysis of archived data from CPD-based multimedia-focused discussions in both e-groups over a fixed period of 40 days.
Results: The research provides a comprehensive overview of the CPD process and a cost-effective scalable CPD-centric system based on six key elements: e-platforms, e-meetings, archiving, certification, website and organization that orchestrates and streamlines the entire process. This CPD-driven system offers guidelines for institutions and policymakers looking to replicate this system in their educational contexts, with the goal of upgrading teachers’ pedagogical expertise.
Conclusions: This study contributes to understanding the effectiveness and scalability of online CPD initiatives using platforms like WhatsApp, particularly in regions like MENA, and offers insights for stakeholders aiming to implement similar strategies for enhancing teacher professional development.
Keywords
education, system, social media, CPD, MENA, WhatsApp
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Benaicha Faiza – https://orcid.org/0000-0003-0692-029X; Post-Graduate student, GSLSD Research Lab, Abdelhamid Ibn Badis University, Mostaganem, Algeria.
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APA
Ghobrini, M., Ghobrini, R. E. A., & Benaicha, F. (2024). A digital leap in the evolution of continuous professional development for teachers. International Journal of Science Annals, 7(1), 17–25. https://doi.org/10.26697/ijsa.2024.1.3
Harvard
Ghobrini, M., Ghobrini, R. E. A., & Benaicha, F. 2024. "A digital leap in the evolution of continuous professional development for teachers". International Journal of Science Annals, [online] 7(1), pp. 17–25. viewed 30 June 2024, https://culturehealth.org/ijsa_archive/ijsa.2024.1.3.pdfVancouver
Ghobrini, M., Ghobrini, R. E. A., & Benaicha, F. A digital leap in the evolution of continuous professional development for teachers. International Journal of Science Annals [Internet]. 2024 [cited 30 June 2024]; 7(1): 17–25. Available from: https://culturehealth.org/ijsa_archive/ijsa.2024.1.3.pdf https://doi.org/10.26697/ijsa.2024.1.3
