Akran koçlu ders planlama eğitiminden yansımalar ışığında yabancı dil öğretmenlerinin sürekli mesleki gelişimi

This study aimed to investigate the effects of peer-coached lesson planning activities on in-service English as a Foreign Language Teachers' continuous professional development. Within this context, it examined the current situation of English teachers in terms of previous PD experiences, PD needs, motivations/amotivations to involve in PD programs. Impacts of online sessions on EFL Teachers' lesson planning activities prepared by a peer coach on teachers' CPD in terms of classroom practices, classroom interactions and overall professional growth were also explored for the study. Teachers' expectations of and suggestions for future programs were determined within the scope of study. It was conducted with sequential explanatory mixed method integrating both quantitative and qualitative data. Quantitative data was collected through OECD Teaching and Learning International Survey (TALIS) –professional development part- including yes/no questions, multiple choice questions, open ended questions and Likert type items. The Survey was addressed to 104 participants from different parts of Turkiye through Google forms. Based on the Survey results, online sessions were held with 12 volunteer participants for seven weeks. For qualitative data, teachers were asked to write weekly and overall reflections after online sessions. Interviews were carried out with participants who were grouped as volunteers, reluctant participants, those who changed their minds and those who quit the study. Quantitative data were analysed descriptively with SPPS program. After qualitative data were transcribed and read carefully, codes were obtained, themes were created and frequencies were calculated. Both data were triangulated to comprehend and interpret the results. Findings revealed that a great majority of the participants took part in formal PD programs such as seminars, webinars or workshops. They engaged in informal dialogues with their colleagues about classroom implementations. They found the programs to be quite effective in terms of professional growth. However, they needed PD programs covering ICT skills, teaching in multicultural classes, teaching students with special needs, methods to deal with student discipline problems, classroom management, student counselling, assessment practices, content and performance standards on the main subject and school management. But they did not need theoretical trainings. Self-improvement to sharpen teaching practices and classroom implementations, previous positive interactions with the trainee, getting a certificate and being paid were the aspects that motivated the participants. On the other hand, improper timing, lack of proper trainings meeting teachers' needs, family responsibilities, heavy workload, financial problems, lack of employer support, personal perceptions, and health problems had adverse effects on teacher motivation. Online sessions made great contributions to classroom practices and classroom interactions. After teachers applied techniques/ideas/strategies from online sessions in their courses, they got positive feedback from their students, student engagement raised and a positive atmosphere was created. Participants adopted brand-new implementations, gained new perspectives, refreshed themselves theoretically and gained self-confidence. They were pleased with the content and practices of the online sessions. Therefore, they volunteered for future PD programs. For future PD practices, teachers demand face-to-face programs, practical activities for classroom implementations including up-to-date techniques instead of theories and appropriate timing. Keywords: CPD, peer-coaching, in-service EFL teachers, course planning, online sessions