Investigating teachers' professional development according to Guskey's vocational development assessmenrt: A case study (English together project)

Purpose: In this study it was aimed to examine how the teachers participating in the " English Together " professional learning project perceive the professional development program provided to them according to Guskey's Professional Development Evaluation Framework and how these experiences influence their teaching practices. Method: The study was carried out conducted using the case study method, which is one of the qualitative research methods, and the "criterion sampling" method, a type of "purposeful sampling," was utilized to determine the study group. The study group consists of 11 teachers from Ankara's districts of Çankaya, Etimesgut, Keçiören, Yenimahalle, Sincan, and Mamak, who participated in the "English Together" professional development program and received training as trainers, as well as 7 school principals whose schools were involved in the implementation. Data collection techniques included interviews, document analysis, and observation. For the analysis of the collected data, content analysis was employed. The recorded interview data were transcribed and analyzed using the qualitative data analysis software Maxqda Analytics Pro (24.6.0). Results: As a result of the analysis of the data gathered in the study, six main themes were identified: "Teachers' impressions of professional development" ,"Participants' acquired experiences and skills", "The impact of the professional development program on the school", "The impact of teachers' experiences on their teaching practices", "Students' learning outcomes" and " Problems and Solutions in the Professional Development Process" Conclusion and Suggestions: According to the findings of this study, the professional development program was evaluated by teachers as a rich and interactive educational experience that enables them to continuously improve themselves, keep up with innovations, and guide their students more effectively.The program was found to align with the targeted learning outcomes, highlighting the importance of support from school management and course stakeholders in its implementation, and demonstrating positive impacts on schools. Teachers have reported that, through the support they received from the "English Together" professional development program and the professional learning community, they were able to implement new pedagogical content knowledge and instructional skills in their classrooms, which led to positive developments in student learning outcomes. Based on the findings of the study, several recommendations were given for researchers and policy makers. According to teachers' opinions, rather than traditional "sit and listen" professional development methods, approaches that promote collaboration and place student learning at the center can be more effective. These methods should include collaboration-focused activities that enable teachers to learn from each other and contribute to the development of innovative practices aligned with student-centered goals. By taking responsibility for their own learning, enhancing their digital competencies, and effectively utilizing AI-powered educational tools, teachers can ensure the sustainability of their professional development. Through digital platforms digital platforms, teachers can participate in training without time and location constraints, thereby enabling continuous professional growth. In order to prevent disruptions in the instructional process, potential lesson gaps resulting from teachers' participation in professional development programs can be addressed through systematically organized alternative arrangements by school administrations