Reflections on a Teacher-Led CPD Model for EFL Teachers

This qualitative case study aims to explore English as a Foreign Language (EFL) teachers' reflections of a teacher-led professional development (CPD) model conducted at the department of foreign languages of a foundation university in Turkey. It also aims to find out what implications this mode...

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Bibliographic Details
Published inInternational online journal of education & teaching Vol. 5; no. 2; pp. 419 - 431
Main Authors Bayram, Ilknur, Canaran, Özlem
Format Journal Article
LanguageEnglish
Published Informascope 01.04.2018
Subjects
College Faculty
Collegiality
English (Second Language)
English Teachers
Facilitators (Individuals)
Faculty Workload
Foreign Countries
Instructional Improvement
Professional Continuing Education
Reflective Teaching
Teacher Attitudes
Teacher Collaboration
Teacher Leadership
Turkey
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Summary:This qualitative case study aims to explore English as a Foreign Language (EFL) teachers' reflections of a teacher-led professional development (CPD) model conducted at the department of foreign languages of a foundation university in Turkey. It also aims to find out what implications this model might have for the professional development of teachers. The entire population of 35 EFL teachers took part in the study. Data were collected through observations, focus group interviews, document analysis and an evaluation survey. All the qualitative data were interpreted and coded through content analysis. Results of the study revealed that teachers reflected mostly on the process of the model, its implications for their professional development and their suggestions for future CPD practices.
ISSN:2148-225X
2148-225X