EFL Teacher Professional Development Considerations: A Case study in Different Schools of Cañar Province.

Ariel Andrés Rivera Vásquez; Diana Alejandrina González Rivas

doi:10.29166/kronos.v6i2.7731

Authors

Ariel Andrés Rivera Vásquez MINEDUC
Diana Alejandrina González Rivas MINEDUC

DOI:

https://doi.org/10.29166/kronos.v6i2.7731

Keywords:

TPD, Motivation, Collaboration, Training, EFL teachers

Abstract

This research focused on how some EFL teachers perceived Teacher Professional Development (TPD) re
garding motivation, training, and professional collaboration. The aim was to understand these aspects through the
participants' perceptions, experiences, and opinions. Twenty-two EFL teachers from various schools in Cañar Province
voluntarily provided data. The study adopted a qualitative approach, centered on a case study of these teachers within
the province. A survey, validated by three experts prior to its implementation, was used to collect data. The findings
were analyzed based on the three dimensions of TPD. The results revealed a positive attitude towards TPD, with teach
ers' motivation driven largely by intrinsic factors. Collaboration was considered beneficial under conditions of mutual
respect and cooperation among colleagues. However, training opportunities were found to be limited compared to those
available to teachers in other areas. The participants expressed concern about this disparity and requested an increase
in the number of class periods for English language instruction.

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