English language teachers’ engagement in and preference for experiential learning for professional development

ABSTRACT: Experiential learning is an assertion in the professional development of teachers. However, there is a scarcity of studies exploring experiential learning from the integrative perspectives in the English as a Foreign Language (EFL) context and at the level of a primary school. This study, therefore, aimed to assess primary school EFL teachers’ engagement in experiential learning from these perspectives. A concurrent mixed research design was adopted to explore the cases. 186 teachers were selected for the questionnaire while eight teachers were selected for interviews. Questionnaires, document analysis, and interviews were used to collect data. The data were analyzed both quantitatively and qualitatively. The results indicated that most primary school English language teachers were mostly

SUBMITTER: Helate T 

PROVIDER: S-EPMC9552093 | biostudies-literature | 2022 Oct

REPOSITORIES: biostudies-literature