From Screen to Classroom: Exploring the Impact of Online CPD Programmes in Enhancing Literature Teaching Practices in Iraqi Schools

Abstract

The potential of continuous professional development (CPD) programmes to drive change and improve teaching practices is frequently restricted by the contextual challenges, particularly in contexts described as challenging EFL environments. Furthermore, CPD programmes delivered through online modes are often deemed less effective than conventional face-to-face programmes. This study sought to explore the potential of improving Iraqi English teachers’ practices in teaching literature. Nine secondary school teachers were recruited in the study and took the online training for a period of six weeks. Data were collected through two rounds of class observation and follow-up interviews with the participants. First data collection round was conducted prior to the training, and the second round followed its completion. The results indicate that the training led to significant improvements, including shifting from teacher-centred informational methods to more interactive and engaging teaching methods, reducing the excessive reliance on direct translation, minimizing the amount of teacher talk and maximizing the amount of students talk, implementing some technology-based activities, and assigning different types of tasks and classroom games. This change is also manifested through the rise in students’ engagement and their motivation to participate in speaking and writing activities. However, the study identified several factors that impact the effectiveness of online CPD programmes in Iraq. These included the gap between the objectives of teaching and the students’ exam-driven motivation, the need to recognize and reward teachers’ commitment and efforts, and the lack of IT facilities and infrastructure limitation in the local context. The reported findings underscore the importance of contextualizing the training material to fit the local educational realities and overcoming local barriers to facilitate change making and improving teaching practices.