In-service Teachers’ Perceptions of the Impact of Applied Language Studies MA Programs on Their Professional Development: The Case of Moulay Ismail University, Morocco

Abstract

Globally speaking, the imperative significance and need for teachers’ professional development to face the challenges of the 21^st century is the heart of reforms in education. Following this important catalyst, educational reforms in Morocco, especially the National Charter of Education (2000), the Strategic Version (2015-2030), and the Road Map (2023-2026), have emphasized and insisted on the importance of enabling Moroccan EFL teachers from professional development opportunities and experiences for their professional growth and career development. Therefore, this qualitative study aimed to explore in-service teachers' perceptions of the impact of the Applied Language Studies master program of Moulay Ismail University on their professional development as a golden opportunity for teachers to be professionally developed. The study adopted a case study design.  A semi-structured questionnaire with open-ended questions was used as an instrument for data collection. Twenty-five in-service teachers were sampled through a convenience sampling procedure to complete the questionnaires. The findings showed that in-service teachers recognized the impact of the master program in broadening their content knowledge and in developing their communication and teaching analytical and critical thinking skills. The study concluded that in-service teachers had positive perceptions of the impact of the program on their professional development even though they encountered certain difficulties and challenges, such as stress and time. The study recommended that decision-makers respond effectively to in-service teachers' challenges by enabling them to become real partners in the process of reforming and improving the quality of the program.