The perceptions of EFL instructors at preparatory schools after Covid-19 pandemic and their emerging inset needs

Currently, educational institutions use online instruction and implement new guidelines to uphold students' academic needs and avoid COVID-19 restrictions. Language instructors, on the other hand, were obliged to almost immediately shift to online learning due to the rapid outbreak. Many English language instructors have previously had experience with distance education, but it was not the case for the rest of it. The present study discussed the new training requirements of preparatory English language instructors in Ankara. A triangulation method was issued on EFL teachers working at preparatory schools of universities in Ankara. A sequential exploratory approach was carried out by some slight changes in scaling the survey to collect 4 –point Likert-scale results. The questionnaire was developed by by Tekin & Yaman (2008) with the contribution of utilizing Guskey's (2000) approach and an effective needs analysis for teacher training. It was also taken from Koç's (2016) paper, 'A General Investigation of the In-Service Training of English Language Teachers at Elementary Schools in Turkey'. To be congruent with the instructors' training requirements and to obtain rich data, a set of interview questions served as a tool. The findings were reviewed in terms of the participant profiles, and how they might be understood with a few distinct perspectives, overlapping themes, and subthemes, as well as their implications and recommendations for teaching foreign languages in higher education. The advantages and difficulties that English language instructors found when engaging in online teaching and learning were primarily attributed to the need for more training in both the instructional and technological aspects of the field.