EFL teachers' perceived professional development needs: A study of nonnative EFL teachers in Turkey

Literature on teacher professionalism has revealed a paradigm shift from a positivist, linear and hierarchical view of development to a more holistic, collaborative and socio-constructivist approach. Effective professional development practices need to be constructivist, participant-centered and school-based. Thus, professional development practices that might best contribute to teachers' professional growth are more likely to be based on their immediate needs, designed and directed with their involvement. Although a vast literature exists on general professional development, research specific to professional development for EFL teachers is limited, even less extensive in Turkey. This phenomenological research study aims to explore professional development needs of English language teachers working at public schools in Turkey where English is taught and learned as a foreign language. Semi-structured interviews were held with 41 English language teachers from 14 different cities of Turkey. The findings suggested that highest levels of needs were indicated with regard to developing teachers' English language proficiency and speaking skills, improving knowledge and skills in English language teaching methodology, incorporating technology into language teaching, and materials development and adaptation. Furthermore, teachers with low levels of perceived English language proficiency seemed to have more of a need for professional development than teachers with a higher level of perceived language proficiency. This current investigation into EFL teachers' perceived development needs are more likely to contribute to our understanding of teacher professionalism in Turkey. © Peter Lang GmbH Internationaler Verlag der Wissenschaften Berlin 2018. All rights reserved.