Professional development practices of English language teachers: A synthesis of studies published between 2006 and 2020

Tasdemir, Hanife
Karaman, Abdullah Cendel
Being able to address learners' constantly evolving needs requires teachers to keep expanding their knowledge in their respective fields and actively engage in professional development practices. This qualitative meta-synthesis, therefore, aimed to investigate the research studies published between 2006 and 2020 with respect to in-service English language teachers' professional development. In addition to reporting descriptive information of the studies. this synthesis study highlighted directions of research under five main themes: (1) changes in beliefs and practices with a transition from structuralist to communicative orientations; (2) online platforms in professional development; (3) collaborative professional development through research, coaching and study abroad; (4) the intricate relationship between identity and professional development; and (5) the implications for further effective professional development. Finally, this study synthesises fundamental issues in English language teacher professional development and suggests further research ideas in relation to the findings of the present review. Implications for future professional development practices and research are discussed. It is argued that successful professional development recognising teachers as key agents in the process should provide room for contextualising theory and combining it with practice and application in class. Effective professional development also necessitates acknowledging teachers' personal practical knowledge. Professional development building on varied and differentiated activities and taking the particulars of diverse teaching contexts into consideration. would contribute to teacher growth provided particular conditions with an overt emphasis on practice, teacher needs, collaboration and sustainability. Such synthesis studies would broaden our understanding of English language teacher professional development and prompt necessary actions for development in educational systems.


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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 par...
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The role of teachers in education is widely acknowledged in educational studies that routinely find that quality of teaching is fundamental to student success. Accordingly, this study set out to examine and describe the professional development of teachers in countries where students perform better in the PISA assessment, namely, Finland, Estonia, Japan, Singapore, and China. Data were obtained from primary sources and compared using Bereday's method. The general structure and systems used for professional ...
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There has recently been an increasing interest in teacher learning, opportunities available for professional development of teachers, and teachers' beliefs regarding professional learning. This study aims to review the literature on what and how language teachers learn through professional learning experiences, what beliefs they hold about the learning experiences they are involved in, and the contribution of professional learning experiences to classroom practice. Following the thematic review of studies o...
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It is essential for teacher education programs to design and implement curricula which helps preservice teachers learn how to conduct research and utilise the results of research in practice. The context of this study is a research course in a Turkish preservice EFL teacher education program, which aims to introduce the essential basics of conducting research in education.
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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 ord...
Citation Formats
H. Tasdemir and A. C. Karaman, “Professional development practices of English language teachers: A synthesis of studies published between 2006 and 2020,” REVIEW OF EDUCATION, vol. 10, no. 1, pp. 0–0, 2022, Accessed: 00, 2022. [Online]. Available: