Navigating the Path to Professional Growth: How Structured CPD Programs Reshape Iranian Novice and Experienced EFL Teachers’ Mindsets

Document Type : Research Paper

Authors

Department of English Language, Farhangian University, Tehran, Iran

10.22111/ijals.2026.52325.2530

Abstract

This study examines how a Continuing Professional Development (CPD) program influenced the attitudes of novice and experienced EFL teachers at Tarbiat Modares University in Iran. Using a mixed-methods approach, data were collected through pre- and post-program questionnaires, semi-structured interviews, and classroom observations to capture both self-reported and observed changes in teaching practices and attitudes. The findings indicate statistically significant improvements in participants’ confidence and openness to innovative pedagogies, with 94% reporting that their learning goals were met. Observational data showed that 70% of participants integrated more interactive and student-centered strategies into their teaching. While the results echo previous findings on the benefits of CPD, this study adds nuance by highlighting the importance of contextual relevance, emotional support, and experiential learning in shaping positive attitudinal change. Unlike many earlier studies, it also documents a shift in initial skepticism toward online learning formats, suggesting that well-designed hybrid CPD can enhance engagement and perceived value. The findings advocate for more sustained, localized, and teacher-centered CPD initiatives to support meaningful professional growth in EFL contexts.

Keywords

References

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Iranian Journal of Applied Language Studies
Volume 18, Issue 1
July 2026
Pages 83-104

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