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Table 1 EFL student-teachers’ professional development courses

From: Liberating an EFL teacher as an activist teacher professional identity in MA TESOL classrooms

Participant no.

Dilemma

Model of CPD

Capacity for professional autonomy in professional learning (Kennedy, 2005)

Sphere of action in (Fraser et al., 2007)

1

Teaching English in large classes

Group discussions and collaborative reflection

Transformative

Planned and incidental

2

EFL students’ speaking anxiety

Reflective writing

Transmission/ Transformative

Planned

3

Improve students’ reading skills

Action research

Transformative

Planned

4

Lack of technology integration

Coaching\monitoring model

Transmission

Planned

5

Providing feedback for students during classes

Action research

Transformative

Planned

6

Enhance students’ thinking skills

Action research

Transformative

Planned

7

Integrating technology in providing feedback to students

Training course (workshop)

Transmission

Planned

8

Assessing writing assignments for a classroom with many students

Training course (workshop)

Reflective journals

Transmission

Transformative

Planned

9

The use of multiple mice presentation in EFL collaborative learning classrooms

Training course (workshop)

Transmission

Planned

10

Bridge the gap between theory and practice in teaching grammar

Training course (workshop on the flipped classroom)

Transmission

Planned