The Significance of In-Service Training in Developing EFL Teachers’ Pedagogical Skills: A Reflective Qualitative Study of the CELTA Programme in the Libyan Context
Keywords:
: In-service training, Teacher professional development, EFL teachers, CELTA programmeAbstract
Education is widely recognized as a central driver of both individual development and national progress. In the field of English as a Foreign Language (EFL), effective teaching requires ongoing professional development to respond to evolving educational demands. In-service teacher training programmes, such as the CELTA, play a critical role in enhancing teachers’ pedagogical skills, expanding professional knowledge, and fostering reflective practice. This study investigates the contribution of in-service training to the professional competence of EFL teachers. Employing a qualitative reflective research design, data were collected through structured reflections, document analysis, and engagement with relevant literature to examine the perceived benefits and challenges of such training. Findings reveal that programmes like CELTA significantly support professional growth; however, challenges related to time limitations, contextual applicability, and follow-up support remain. The study concludes by outlining pedagogical implications and providing recommendations to optimize the effectiveness of in-service training initiatives for EFL teachers.
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