Benefits And Challenges Of Algerian Efl Teachers’ Enrollment In Didactics Master’s Program
Keywords:
educational policy, EFL teachers, lesson plans, masters programsAbstract
This study examines the benefits and challenges of EFL teachers’ enrollment in a didactics Master’s program through a multiple case study of five teachers. Participants were selected from different contexts where the phenomenon of enrolled versus non-enrolled teachers is central, in order to compare and contrast the data. The data were collected using a) a semi-structured interview, b) the teachers’ lessons’ plan, c) Licence and Master’s degree curriculum development and harmonization, and d) the enrolled teachers’ Master’s degree timetables to assess time constraints. The results revealed that although the program theoretically intends to enhance the teachers’ knowledge base and professional development, it is difficult to determine whether the teachers fully benefit from the program due to time, location, and national education policy constraints.
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