Arab World English Journal (AWEJ) Special Issue on CALL Number 7. July 2021 Pp.78-93
Professional Development and Teaching Practices of EFL Palestinian Teachers during
COVID-19 Pandemic: A Case Study of Three Female Teachers
Faculty of Educational Sciences
Al-Quds Open University, Palestine
Corresponding Author: email@example.com
Faculty of Educational Sciences
Al-Quds Open University, Palestine
Received: 3/9/2021 Accepted: 7/8/2021 Published: 7/26/2021
The current study investigated the activities and practices used by three female EFL teachers during the coronavirus pandemic between March 2020 till February 2021. The study also explored the difficulties and obstacles faced by the three teachers during that period. To achieve these objectives, a qualitative approach utilizing a case study design was employed using three tools: teachers’ written reflections, content analysis of teachers’ posts on the social media, and a focus group meeting via Zoom. The significance of the study emerges from its objectives to contribute to EFL teachers’ professional development during the emergency cases. Results revealed that the three teachers were able to cope with the new situation by adopting new methods of content delivery and new forms of communication as well. These teachers used online technologies such as Facebook, YouTube, and Microsoft Teams to communicate with their students and the parents as well. However, some challenges emerged, including the financial situation of the families and its impact on students’ access to internet connection and family affordability. Under these conditions, teacher training programs are in demand for using appropriate technologies that engage the students and attract their attention.
Keywords: Coronavirus pandemic, EFL teacher reflection, teacher professional development, teaching practices, female teachers, case study
Cite as: Dweikat, K., & Zyoud, M. (2021). Professional Development and Teaching Practices of EFL Palestinian Teachers during
COVID-19 Pandemic: A Case Study of Three Female Teachers.
Arab World English Journal (AWEJ) Special Issue on CALL (7) 78-93.
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