Exploring Non-Native English Teachers’ Professional Development Practices

One-shot professional development activities designed and accomplished without considering teachers’ needs are generally reported to fail to lead to long-lasting changes in terms of teacher growth and learning. Therefore, professional development programs need to be based on the immediate needs of teachers, and designed and directed with teachers’ input. In this regard, this study aims to investigate a group of English as a Foreign Language (EFL) teachers’ professional development practices in Turkey in order to examine their perceived needs, professional development tools they use, and challenges they face. Data were gathered from 98 non-native English Speaking Teachers (NNESTs) working in Turkish state schools through the survey instrumentation. The results indicate that many of the EFL teachers were currently engaged in PD activities, but these activities were mostly the in-service seminars or workshops which were considered mostly obligatory. Furthermore, the perceived PD needs were found to be related to “improving classroom management skills”, “using technology”, “applying the FL national standards”, and “building awareness of target culture”.