Volume 33, Issue 2, July 2021, Pages 292–302
Teba Sourou Corneille1
1 Doctor in Didactic, Assistant Professor of CAMES Universities, Faculty of Letters, Literatures, Arts and Communications (FLLAC), Department of English Studies, Adjarra Campus, University of Abomey-Calavi (UAC), Benin
Original language: English
Copyright © 2021 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
In order to make Beninese English teachers aware that they have an important part to play in their professional growth, authorities in charge of education have suggested amongst many activities, weekly pedagogical workshops (WPW). These meetings are directed by one or two head-teachers elected by their peers. This paper aims at surveying teachers’ attendance rate, the different programs carried out during the sections, the subjects discussed and the rationale for weekly pedagogical workshop viewed from teachers’ standpoint. To achieve this goal, questionnaires were distributed to twenty (20) teachers, and a series of teachers’ weekly meetings observation was carried out. Experimentation based on classroom observations has been carried out with twenty (20) teachers in Porto-Novo. The results showed that teachers express low interest in the weekly pedagogical workshop. This is shown through the low rate of attendance, due to monotony or lack of innovation in the meeting agendas and the paucity of information and discussion about teachers’ classroom practices.
Author Keywords: WPW, teaching experiences, reflection, classroom performance, CPD.
Teba Sourou Corneille1
1 Doctor in Didactic, Assistant Professor of CAMES Universities, Faculty of Letters, Literatures, Arts and Communications (FLLAC), Department of English Studies, Adjarra Campus, University of Abomey-Calavi (UAC), Benin
Original language: English
Copyright © 2021 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
In order to make Beninese English teachers aware that they have an important part to play in their professional growth, authorities in charge of education have suggested amongst many activities, weekly pedagogical workshops (WPW). These meetings are directed by one or two head-teachers elected by their peers. This paper aims at surveying teachers’ attendance rate, the different programs carried out during the sections, the subjects discussed and the rationale for weekly pedagogical workshop viewed from teachers’ standpoint. To achieve this goal, questionnaires were distributed to twenty (20) teachers, and a series of teachers’ weekly meetings observation was carried out. Experimentation based on classroom observations has been carried out with twenty (20) teachers in Porto-Novo. The results showed that teachers express low interest in the weekly pedagogical workshop. This is shown through the low rate of attendance, due to monotony or lack of innovation in the meeting agendas and the paucity of information and discussion about teachers’ classroom practices.
Author Keywords: WPW, teaching experiences, reflection, classroom performance, CPD.
How to Cite this Article
Teba Sourou Corneille, “EXPLORING THE IMPORTANCE OF EFL TEACHERS’ WEEKLY PEDAGOGICAL WORKSHOP ON THE TEACHING PERFORMANCE IN EFL ADVANCED CLASSES: CASE STUDIES OF SOME SECONDARY SCHOOLS IN OUEME REGION,” International Journal of Innovation and Applied Studies, vol. 33, no. 2, pp. 292–302, July 2021.
