Description
This study sets out to explore how EFL teachers are developing professionally to boost students’ academic achievement in four regions in Benin. Two main questions were addressed in the study. First, what teacher development approaches are being used to prepare Benin EFL students for the 21st century communicative skills requirements? Second, how are the English language training programs designed to help prepare Benin students make a difference in their achievement? To find answers, the study examined a substantial amount of evidence from various sources: EFL inspectors’ interviews, direct observations of professional development meetings, EFL teachers’ beliefs and practices and students’ scores.
