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Evolving CPD in the Tunisian Context

This paper discusses the state of Continuing Professional Development (CPD) for teachers in Tunisia, highlighting the gaps and opportunities for improvement. Despite a conventional, trainer-centered approach that emphasizes basic training at CREFOCs, movements towards more teacher-centered and hands-on methods are emerging. Notably, projects promoting inquiry and collaboration among teachers are proving to be effective. The study emphasizes the need for CPD to be relevant, reflective, and driven by teachers' needs, fostering autonomy and professionalism in the educational community.

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Evolving CPD in the Tunisian Context

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  1. Evolving CPD in the TunisianContext MehrezAounallah ELT Inspector Ben Arous Tunisia TESOL 2013

  2. Extent of Continuing Professional development in Tunisia • Preparatory & secondary cycles • Primary cycle joiningrecently, but… • Vocational training? • No CPD for the tertiary cycle!!!

  3. The conventionalWay • Trainer-centered • Teachersfollow the expert’s instructions • Teaching the textbook • Mainlybased in training centers (CREFOCs) • Not usuallybased on analysis of teachers’ needs/ schoolneeds. • Little or no concern about the context

  4. Details • Basic training for novice teachers • Training day (journée pédagogique) • Demonstrationlessons • Workshops • Seminars (international experts) • Magazines (Forum, Crossroads)

  5. Winds of change? • Changing practices/ Hands-on (workshops/ micro-teaching) • More teacher-centered • Innovation & initiative • By teachers • Civil society / Teacher associations • Internet (FB groups, blogs, journals, websites, etc.)

  6. Reflective practice (done more systematically) • Peer observation? • Teacher portfolio? • Peer teaching? • Action researches

  7. A specificexample: Project Work: a strategy to develop the spirit of inquirywithinschools

  8. Stage one: observation • Plagiarism • Little or no follow-up by teachers • Lack of training on the topic • Little or no learning: (evidenced by a fieldresearchconducted in different areas in Tunisia)

  9. Stage 2: Formal training • Theoretical background • Groups of teachers (sameschool) decide on a topic: relevant to themand theirstudents. • Each group plan to implementtheirresearch/ inquiryaccording to a negotiatedschedule

  10. Stage 3: Field work • Field work: task division, data collection tools, collecting data, etc. • Workshops: data analysis, drawing conclusions [worksupervised/ checked by « inspector »] • Exchange/ questionnaires, interviews, etc.

  11. Stage 4: Presentation & dissemination • Setting up an evaluation panel: evaluationgrid • Group presentations • All teachers’ efforts valued • Friendlygathering • Evaluation of all the stages • « Whenisournextproject? »

  12. Reflecting on the experience • Strengths: • Motivation iscontagious • We have potential! • More computer-literateteachers • Easyaccess to information and knowledge

  13. Team work/ collaboration valued • Collaborative work: Such a challenge! • Experiencewhat the studentsexperience • Better handling of PW withtheirstudents

  14. Weaknesses: future focus areas • Data collection tools: interviews and questionnaires: • Data analysis : Academics, please help! • Lack of presentationskills: It’s NOT liketeaching!

  15. Opportunities: • Teachers as researchers • Publishingresearches? • There’smuch more to internet than FB! • Teacherautonomy?

  16. Threats: • Deficientteachers’ background knowledge • Risk of resistance • Inspectorsmaybecome a thing of the past • …

  17. CPD shouldbe • Evolving • Hands-on • Relevant to teachers’ needs • Field work/ in schools • Done by teachers • Fostersreflective practice &teacherautonomy

  18. Still, teachersneed- • A solidknowledge basis • Basic formal training, yet hands-on • Openness to new trends • Creativeness • Adaptability • Professionalism • Teachercommunity • The love of the profession

  19. Teacherscannotbedeveloped(passively). They develop (actively). It is vital, therefore, that they are centrallyinvolved in decisionsconcerningthe direction and processes of their own learning (Day 1999: 2)

  20. References: • Professional Development: Rewards and Challenges, Hammamet, 14-16 February 2013: Professor Simon Borg, University of Leeds/ s.borg@education.leeds.ac.uk • L’apport de la pédagogie de projetdansl’apprentissage de l’anglais au cycle secondaire (FatmaGuerfel, MehrezAounallah and NaimaCharfi, CENAFFE 2010)

  21. Thankyou!

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