Constructing and Validating a Professional Development Model for EFL Teachers: Insights from the Journal Club Approach

Abstract

Professional development for teachers is essential yet context-sensitive, requiring nuanced approaches for effective implementation. This study aimed to construct and validate a model of professional development for Iranian EFL teachers, integrating the journal club approach from medical education. Utilizing a multiphase, multi-method design, the research involved 16 educational experts (10 from English and Linguistics departments and 6 assistant professors from medical universities), 50 participants for initial piloting, 90 for reliability estimation, 150 for exploratory factor analysis, and 250 for confirmatory factor analysis. Data collection included a systematic literature review, documentary analysis, and semistructured interviews. The validated model comprises four dimensions - Theoretical-Ideational, Instructional-Procedural, Organizational-Structural, and Attitudinal-Perceptional- encompassing 35 variables. Structural equation modeling confirmed the model's validity and reliability, offering actionable insights for stakeholders. Teacher educators can use this scale to evaluate EFL teachers’ needs for developing and enriching professional development courses. This interdisciplinary approach highlights the potential of journal clubs in fostering effective teacher professional development.