ENGLISH LANGUAGE TEACHERS’ PERSPECTIVES ABOUT THE PROFESSIONAL DEVELOPMENT PROGRAM IN LIBYAN CONTEXT
This study was primarily conducted to explore the nature of current professional development programs implemented for secondary school teachers in the context of Libya. For this purpose, four purposively selected English language teachers were interviewed to explore their views regarding the effectives of the professional development activities and their supervisors. The findings of this investigation indicated that Libyan supervisors are doing well in terms of implementing the professional development programs in their respective schools. However, teachers reported that they receive very minimal support from the government although it has a line up in-service training programs for faculty and staff. This implies that school supervisors should serve as the prime movers or leaders in the design, delivery and evaluation of professional development programs with the support of the local and/or national government of Libya.
Key words: English language teachers, professional development program, in-service training.
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