An investigation into professional development perceptions of Turkish teachers of English as a foreign language

The main purpose of this qualitative descriptive study was to explore the professional development perceptions of English as a Foreign Language (EFL) teachers. Within this scope, their professional development activities, their perceptions with regard to the necessary features of an effective teacher, definition of professional development, the effects of professional development programs and activities on their profession as well as the possible effects of postgraduate education on their profession and professional growth were investigated. In addition, their perceived need areas were probed. The participants of the study were made up of 36 EFL teachers working at primary, secondary and tertiary levels in 17 cities in Turkey. Data was collected through an open-ended questionnaire and semi-structured interviews. Findings showed that in-service training was the most prominent means of professional development. The data also indicated a distinction between the professional development activities of EFL teachers with and without a postgraduate degree; while the ones with such a degree mentioned many activities, the ones without such degree almost exclusively mentioned in-service training. With regard to their perceptions of an effective teacher, the findings indicated that they view an effective teacher as someone who has subject, methodology and pedagogical knowledge, skills like teaching, communication, assessment, and material use skills, various positive personal traits and virtues, and who continuously develops himself or herself in the profession. Regarding their perceptions of the definition of professional development, the findings indicated that the most frequently mentioned item was updating and improving oneself in the field followed by its being continuous and lifelong process. The findings also suggested their views regarding the ways to promote professional development such as following research studies and current trends in the field, collaboration with colleagues and keeping up with technological innovations in the field. The findings of the semi-structured interviews indicated that the interviewees viewed postgraduate education as a means of professional development. As for the effects of professional development programs and activities on their profession, the findings indicated that these programs and activities had positive effects since they provide professional improvement, academic improvement, and personal improvement. With regard to the effects of postgraduate programs on EFL teachers' profession, the findings indicated that these programs aided developing teaching, research, presentation and material use skills, gaining theoretical knowledge, promoting ongoing professional development and lifelong learning, gaining new perspectives, self-confidence and professionalism, learning about current trends and keeping up-to-date as well as promoting awareness of weaknesses and strengths, and fixing weaknesses, and integration of technology into the classroom. The findings also suggested that EFL teachers had a great many need areas. The most frequently mentioned need areas were speaking skills and pronunciation, implementing methods and techniques, and increasing student motivation and readiness. This study suggests that professional development programs and activities along with postgraduate education have positive effects on EFL teachers' profession and that EFL teachers need to be provided with more opportunities to professionally develop themselves.