Eurasian Journal of Academic Research 5-jild 10-son (2025) · 81–87-betlar

STRUCTURED SUPPORT AND PROFESSIONAL GROWTH PATHWAYS FOR NOVICE TEACHERS IN EFL CONTEXTS

Mirkabil, Alimbaev

DOI: 10.5281/zenodo.17519018 · Manbada o'qish → · PDF (manba serverida)

Annotatsiya

This article explores the pivotal role of mentorship, professional learning communities (PLCs), and continuous professional development (CPD) in enhancing the instructional practices of novice English as a Foreign Language (EFL) teachers. The research emphasizes the value of collaborative reflection, peer observation, and microteaching as strategies that empower early-career educators to develop adaptive teaching techniques and reflective practices. It also discusses the challenges of fostering collegiality and professional identity in isolated or resource-constrained environments. The findings suggest that teacher induction programs and professional support frameworks tailored to specific educational contexts significantly enhance teacher retention, satisfaction, and pedagogical effectiveness

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