Abstract Teacher self-evaluation is an important dimension in the overall evaluation activities in educational programs. However, this dimension is often overlooked and not given its right share of importance. Teacher self-evaluation is neither included in teacher training programs nor is considered a basic requirement from teachers as they develop in their careers. The significance and value of teacher self-evaluation as a core element in continuing professional development requires that self-evaluation proceed all other forms of evaluation. To support the claim that teacher self-evaluation is a missing element in the area of investigation, the researchers conducted a study which adopted a survey that involved eleven schools and 86 Libyan teachers. The results of the study showed that while many teachers perform some sort of self-reflection about their teaching, they do not recognize self-evaluation as a basic requirement in developing their career. When the effectiveness of teacher self-evaluation was probed in contrast to external evaluation, most teachers agreed that teacher self-evaluation could play a far more vital role in continuing professional development. Keywords Continuing Professional development, External evaluation, Self- evaluation.
Fawzia Mohamed Elwafi, Yousra Ali Aghanimi, Fahima Mohamed Bannur(4-2021)

As soon as COVID-19 was confirmed a pandemic, schools and universities around the world were forced to shift to distance learning to maintain social distancing. Likewise, the Libyan Ministry of Education aimed at mitigating the impact of COVID-19 on learners’ educational progress and found alternatives to in-person lessons through recording and broadcasting lessons on television on Libyan TV channels. Current literature review indicates the scarcity of literature on television-based distance education during a pandemic in the Libyan context. Thus, the present study addressed this shortcoming by investigating the opinions of the Libyan educational television team’s perspectives. The design of the study was exploratory mixed methods as we gathered both qualitative and quantitative data to get accurate and detailed picture of the managers’ and teachers’ views. The context of the study is the Libyan General Center for Training and Education Development. The participants were 6 managers and 27 teachers. Data were collected through observations, focus group discussion, and questionnaires. The results showed that the participants encountered administrative, personal, educational, and technical and logistical challenges. The participants suggestions as ways of conquering those challenges included providing the technical support and the required equipments, organizing the schedule of live broadcasts in terms of lesson content, time, and grade level, providing training courses for teachers on all the programs that are used in distance education, along with other suggestions. We expect that our findings would provide the educational TV managers and teachers with ideas for improvement and encourage researchers to conduct further and more rigorous testing on educational TV.
Entisar ALi Hadi Elsherif, Hana Abdulsalam Ahmed Meiteeq, (8-2021)

Ecocomposition is a fairly new applied approach in the composition classroom. Its application helped first-year composition teachers raise environmental awareness and discuss the impact of place on writers. In spite of its significance, ecocomposition application in the EFL classroom is nearly nonexistent. The purpose of this paper is to explore how ecocomposition is implemented in the composition classroom to propose introducing it to the EFL writing classroom. This is by discussing the ways in which ecocomposition is applied in the first-year college composition classroom by a number of compositionists and writing teachers such as Derek Owens and others. In discussing those ways of applying ecocomposition into the EFL writing classroom, EFL writing teachers will have examples that would help them design ecocomposition courses that would help raising place and environment awareness. arabic 8 English 64
Entisar ALi Hadi Elsherif(1-2013)