Investigating the process of implementation of Inquiry-Based Learning in a University- Certificated Professional Development Program for EFL In-Service Teachers in Egypt

• Author / Creator

  Khalil, Lobna

• The current interpretive qualitative study explores the process of implementation of inquiry-based learning (IBL) in English as a Foreign Language (EFL) teachers’ certificated professional development programs at a higher education institution (HEI) in Egypt. The victories and barriers seen in the process of implementation are articulated through the perceptions of junior high in-service student teachers, their HEI instructors, and the HEI administrators. The design of the semi-structured interviews emerged from a literature review about IBL and reports from the Egyptian government’s mandates on the quality of professional development curricula. Through the lens of the theory of social constructivism, the study explores how using IBL in professional development programs might enrich an inquiry stance and critical thinking among student teachers. Moreover, study results might help professional development instructors and administrators bridge the gap between the theoretical knowledge exchanged in the program and the practices of inquiry-based approaches to learning.

• Subjects / Keywords

  • Inquiry-Based Learning
  • Professional Development
  • EFL In-Service Teachers
  • IBL
  • Egypt

• Graduation date

  Fall 2023

• Type of Item

  Thesis

• Degree

  Doctor of Philosophy

• DOI

  https://doi.org/10.7939/r3-gm3a-v149

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.