Qualitative analysis reveals differing views on positive teaching practices among EFL teachers and observers, suggesting implications for teacher training.
Professional development initiatives and teacher training programs continually adapt to the evolving needs of language learners. The present study explores positive teaching practices in an English-as-a-Foreign-Language (EFL) context, drawing on the perspectives of both teachers and supervisors. The emphasis on positive practices is rooted in the belief that challenges are best confronted by focusing on strengths rather than weaknesses. As such, the study aims to identify convergences and divergences in what constitute positive teaching practices. To achieve this aim, a qualitative approach is employed, drawing on thematic analysis of data from teacher reflection reports, focus group discussions, and observer feedback reports. The findings reveal both shared understandings and notable differences between teachers' and observers' perspectives. Teachers focused on their own planning and responsibilities, such as time management and self-reflection, whereas observers prioritized classroom dynamics, including teacher–student rapport and student engagement. Such findings may provide insights into positive EFL teaching practices, emphasizing the salient value of teacher reflection for professional development. The differences highlight the value of considering multiple perspectives when defining positive teaching practices. The findings can also inform teacher training programs and promote a more comprehensive approach to EFL instruction by inconrporating both teacher and observer perspectives.
No takes yet. Share an insight, caveat, or question.
Alshehri et al. (2025) studied this question.