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

Articles in Press

Document Type : Research Paper

Authors

1 Assistant Professor, Faculty Member of Farhangian University

2 MA in TEFL, Department of English, Farhangian University, Tehran, Iran

10.22111/ijals.2026.52325.2530

Abstract

This study examines how a 40-hour 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-questionnaires, semi-structured interviews, and classroom observations to capture both self-reported and observed changes in teaching practices and attitudes. 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

Iranian Journal of Applied Language Studies

Articles in Press, Accepted Manuscript
Available Online from 17 January 2026

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