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