Page 19 - IJSA, Vol. 7, No 1, 2024

International Journal of Science Annals, Vol. 7, No. 1, 2024
рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa

SOCIAL AND BEHAVIORAL SCIENCES. Education

ORIGINAL RESEARCH

A Digital Leap in the Evolution of Continuous
Professional Development for Teachers

Authors’ Contribution: 1 ABDEF 1 ABCDE
A – Study design; Ghobrini M. , Ghobrini R. E. A. ,
B – Data collection; Benaicha F. 1 EF
C – Statistical analysis; 1 Abdelhamid Ibn Badis University, Algeria
D – Data interpretation;
E – Manuscript preparation;
F – Literature search; Received: 10.04.2024; Accepted: 12.05.2024; Published: 30.06.2024
G – Funds collection
Abstract
Background and The realm of education is in a constant state of evolution, necessitating that
Aim of Study: teachers at K-12 and tertiary levels continually update their practices through
continuous professional development (CPD). The COVID-19 pandemic has
significantly accelerated the adoption of online CPD, encompassing self-driven
initiatives, government-led programs, and third-party offerings, notably those by
the British Council in the MENA region, which is the emphasis of this study. This
transition to online platforms initially involved leveraging Zoom, and
subsequently, WhatsApp.
The aim of the study: to map the process of CPD-infused online training by
analyzing meeting schedules, topics discussed, group dynamics, and interaction
patterns. Additionally, it seeks to develop a CPD-based system that can be
replicated or scaled for broader implementation.
Material and Methods: This descriptive multi-case study is conducted on two WhatsApp groups dedicated
to enhancing the skills and competencies of 990 and 780 MENA teachers,
respectively. For data collection, the study employed two primary tools:
participant observation, and analysis of archived data from CPD-based
multimedia-focused discussions in both e-groups over a fixed period of 40 days.
Results: The research provides a comprehensive overview of the CPD process and a cost-
effective scalable CPD-centric system based on six key elements: e-platforms, e-
meetings, archiving, certification, website and organization that orchestrates and
streamlines the entire process. This CPD-driven system offers guidelines for
institutions and policymakers looking to replicate this system in their educational
contexts, with the goal of upgrading teachers’ pedagogical expertise.
Conclusions: This study contributes to understanding the effectiveness and scalability of online
CPD initiatives using platforms like WhatsApp, particularly in regions like
MENA, and offers insights for stakeholders aiming to implement similar
strategies for enhancing teacher professional development.
Keywords: education, system, social media, CPD, MENA, WhatsApp
Copyright: © 2024 Ghobrini M., Ghobrini R. E. A., Benaicha F. Published by Archives of
International Journal of Science Annals
DOI: https://doi.org/10.26697/ijsa.2024.1.3
Conflict of interests: The authors declare that there is no conflict of interests
Peer review: Double-blind review
Source of support: This research did not receive any outside funding or support
Information about Ghobrini Mustapha – https://orcid.org/0009-0004-2296-633X; Doctor of
the authors: Philosophy in Work and Organizational Psychology, Assistant Professor,
AQQDPSB Research Lab, Abdelhamid Ibn Badis University, Algeria.
Ghobrini Rafik El Amine (Corresponding Author) – https://orcid.org/0000-
0003-4028-8793; [email protected]; Doctor of Philosophy in
Applied Linguistics and New Technologies, Assistant Professor, DSPM Research
Lab, Abdelhamid Ibn Badis University, Algeria.
Benaicha Faiza – https://orcid.org/0000-0003-0692-029X; Post-Graduate
student, GSLSD Research Lab, Abdelhamid Ibn Badis University, Algeria.

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