Creating an Appropriate Professional Development Model for In-Service English Language Teachers in Palestine in Light of Teachers’ Needs and Global Trends

Abstract

Research shows that the currently available Professional Development (PD) programmes in Palestine do not adequately address the needs of English as a Foreign Language (EFL) teachers or develop their skills and knowledge. However, there is a lack of research on locally designed PD programmes, and on teachers’ participation in the process. The importance of this study stemmed from the need to have effective local PD programmes with the involvement of teachers throughout. This study has sought to address that gap by creating a tailored PD model for EFL teachers in public schools in Palestine. The main objective was to design and sustain a pilot PD model based on teachers' needs, guided by their participation and involvement, and supported by globally successful models. This mixed-methods study, which was phased over three stages, was conducted using participatory action research (PAR) to ensure teachers’ involvement in the process. Data was collected through a questionnaire, reflective journals, and three sets of semi-structured interviews. In this research, a PD model was co-designed and piloted with 17 Palestinian EFL teachers for validation. Then, it was refined based on their feedback to ensure its suitability for the Palestinian context. The findings highlighted that the EFL teachers preferred PD sessions tailored to their specific needs and context, emphasising practical, interactive elements, and collaborative learning environments. They valued opportunities to engage in reflective practices and to practise English to improve fluency. The evolution of a collaborative Community of Practitioners (CoP) further enhanced teamwork, pedagogical knowledge, and teacher autonomy, fostering long-term motivation, professional growth, and a sense of belonging. This study offers a valuable framework for developing effective PD programmes for EFL teachers. It provides insights into practical and theoretical contributions and suggests recommendations for policymakers and administrators in the Ministry of Education (MoE) to develop the PD system.