Abstract
The aim of this study is to investigate the attitudes of English as a Foreign Language (EFL) teachers in Jordan towards using webinars as professional development tools in comparing with international EFL teachers. A quantitative study was conducted with (60) EFL teachers, (44) EFL teachers were from Jordan and (16) EFL teachers were from different countries around the world. An online questionnaire which is adapted from Emre’s thesis (2019) was distributed via WhatsApp and Telegram applications. The data has analyzed using descriptive statistics via SPSS statistics. This study was conducted in Amman- Jordan in (2020-2021). The results showed that female and males EFL teachers who have additional courses and who have attended webinars were positive towards using webinars as professional development tools and Jordanian EFL teachers revealed moderate attitudes in comparing with international EFL teachers. This study suggested to encourage Jordanian EFL teachers to attend webinars for professional development by supporting and facilitating conditions, reward teachers who attend webinars and conduct persistent research in order to have different experiences to support the results of the upcoming researches.
Highlights
The changes in teaching approaches and learning strategies affect teachers’ role
Research Questions The research aims to answer the following questions: 1- What are the attitudes of English as a Foreign Language (EFL) teachers towards webinars as professional development (PD) tools? 2- What are the differences between the attitudes of Jordanian EFL teachers and international
This study aimed to investigate the attitudes of EFL teachers towards using webinars as PD tools in different public and private schools in Jordan and around the world
Summary
The changes in teaching approaches and learning strategies affect teachers’ role. Teachers are strategic, thinkers, practitioners, knowledge transformative, researchers and lifelong learners. The idea of considering teaching a lifelong learning process demands teachers’ continuous learning and shows up the importance of conducting professional development programs. Teachers can come over the challenges and satisfy their needs in teaching to be qualitative teachers (Vrasida & Glass, 2007) They need knowledge and skills “in academic subjects, school curricula, pedagogy, child development, communication, classroom management, creation and use of learning resources, assessment of learning and monitoring of individual progress” to be effective teachers (Robinson and Latchem, 2003). PD programs “promote technology integration and provide incentives to encourage teachers to engage in lifelong learning” (Vrasida & Glass, 2007) They foster teachers’ aptitudes, practices and attitudes towards self-directed learning (Riel, DeWindt, Chase, and Askegreen, 2005).
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