In-service Teacher Training Programs in Libya: EFL Teachers’ Perceptions and Training Efficiency

International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue XI, November 2020 | ISSN 2454–6186

In-service Teacher Training Programs in Libya: EFL Teachers’ Perceptions and Training Efficiency

Talal M. Amara
Sabratha University, Libya

Abstract:- The current study focuses on the perceptions of EFL teachers of the in-service training programs in Libya. It also attempts to find out the impact of the in-service training programs on teachers. A survey was sent to 59 EFL teachers across the country. 10 more teachers were interviewed to find out their views of the training. The results of the study reveal that teachers found the in-service training programs very helpful, and provided them with new teaching skills. However, most participants complained about the lack of necessary materials and technological devices without which implementing these new teaching skills and strategies will not be as productive as it should be. The author strongly recommend the Libyan ministry of education and other stakeholders to provide teachers with all necessary materials needed for classroom learning.

Keywords: In-service training, feedback, classroom layout, motivation

Introduction

Teaching English as a foreign language has become very significant and been considered as an educational field that is worth improving constantly within the educational system. The role of teacher training in EFL context has gained much interest since the beginning of the 21st century, and any neglect of that has become a serious issue nowadays. Any effective professional training can help teachers acquire the essential pedagogical skills to implement in their classrooms. Teacher training programs are very important in the process of the development of well-prepared teachers. The effectiveness of teacher training has been the topic of much debate in the last two decades. In-service teacher training as a field of teacher education has not found its right place in the research area. In teacher education field, teacher training plays a significant role.
As teaching has recently become more demanding, constantly changing and challenging, extra attention has been put towards developing EFL teaching quality through implementing training programs to enhance teachers’ performance. According to Saban (2002), in-service teacher training programs can develop teachers’ qualifications and professional identity. Today’s classroom has to respond to many changes and developments not only in the way classroom is organized and equipped but also in the way teachers effectively manage the learning process and appropriately use the tools in classroom. Having this reality in mind, in-service teacher training is one of the main tools to assist teachers in maintaining the quality of their teaching.
Teacher training in Arab countries has been influenced by the international development in the methodology of teaching a foreign language; however, most of them find it hard to implement these educational development. Arab countries experience shortcomings in developing an integrated vision for education and on how to implement its objectives (Yamani, 2006).In order to implement these objectives, a mutual development has to target teachers though in-service teacher training. For example, EFL teaching in Jordan in 1962 was marked as a mixture of traditional methods and the lack of a systematic approach, and later as a modified structural approach in 1971, before the communicative approach was officially adapted in 1984 (Kailani, 2004). This shift of the used teaching method approach has occurred due to the emphasis on teacher training in their national plan for education reform (Zughoul, 2003).Since EFL teaching in Arab countries is constantly influenced by the development of many other factors such as technologies, curriculum, knowledge, etc., the need for in-service teacher training is considered even more essential than ever.In-service training programs are the major elements in solving the difficulties encountering teachers’ development (Hammadou, 2004; Lee, 2007).Therefore, teachers are in need of constant training during their career to improve themselves to the new global changes. Furthermore, to keep up with these changes, educational institutions should continuously offer such programs to teachers.

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