Professional development challenges experienced by language instructors at a foundation university: a case

Date

2021-2-17

Author

Yüksel, Burcu

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This qualitative case study has been conducted in order to explore the challenges experienced by English language teachers regarding their professional development. The study was carried out in the English language preparatory program at a foundation university in central Turkey. Eight English language instructors working in the program participated in the study. The data were gathered through semi-structures interviews and researcher’s field notes. The results of the study demonstrated that even though participants attributed a high importance to their professional development, there are several factors which hinder their professional development. Those factors are grouped under individual characteristics and context-bound factors. Teachers in this study reported that they suffered most from lack of time and lack of autonomy over their own professional development. In the light of the challenges experienced, the participants proposed suggestions regarding their perceived needs and expectations to have a more efficient professional development to achieve the intended goals of teacher growth.

Subject Keywords

Challenges in Professional Development, Continuous Professional Development, Higher Education, English Language Teaching, Professional Development

URI

https://hdl.handle.net/11511/89674

Collections

Graduate School of Social Sciences, Thesis