Continuous Professional Development Program and English Language Teachers Pedagogical Content Knowledge: A Descriptive Study at Primary Level
Abstract
Programs for continuous professional development, or CPD, are made to tackle the unique needs of educators in an effort to raise standards across the board. Examining elementary school English teachers' opinions of the CPD program and evaluating the program's impact on the pedagogical content knowledge of these teachers were the focus of the current study. Analytical and descriptive research designs were used in the study. All female primary school teachers employed in Tehsil Takht Bhai, District Mardan comprised the study's population. Random selection was used to select a sample of 180 female teachers. A Likert scale questionnaire was designed for data collection, and SPSS was used to analyze the results using the mean, standard deviation, frequencies, and percentages. The majority of the female instructors expressed positive sentiments about the CPD program and agreed that it had improved their understanding of English pedagogical content knowledge, according to the results. Given these results, it is advised that primary school teachers be continuously provided with CPD training to further support their professional development. Furthermore, to make the program more appealing and engaging, stakeholders and policy makers should give teachers the necessary training and assistance they need to use technological tools and resources efficiently.
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