A phenomenological study on online teacher professional development experiences of EFL instructors, PDU members, and directors during the emergency remote teaching period

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2022-8

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Çetin, Ayşegül

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The aim of this phenomenological study is to gain a deeper understanding towards the experience of directors, PDU members, and instructors working at language schools of six separate foundation universities in Ankara, Turkey regarding online teacher professional development (OTPD) practices during the emergency remote teaching (ERT) period. A total of 18 participants six of whom are directors, six of whom are PDU members, and six of whom are instructors at six different foundation universities in Ankara, Turkey participated the study by participating semi-structured interviews. Findings revealed that all the participants agreed on the fact that OTPD under emergency conditions was needs-driven and flexible. According to directors, emergency OTPD supported teacher empowerment. PDU members, on the other hand, expressed that as a period for which they were unprepared, emergency OTPD was like a survival training on digital environment, and it was considered as an occasion to support each other emotionally. The findings also revealed that emergency OTPD was quite practical for PDU members. From the point of instructors, emergency OTPD was agile. Nevertheless, well-being of the instructors, differentiation in the content of the trainings for the instructors with various experience levels, and hands-on practice were neglected in the content of emergency OTPD.

Subject Keywords

Online Teacher Professional Development, Emergency Remote Teaching, Emergency OTPD, In-service trainings, Professional Development

URI

https://hdl.handle.net/11511/98175

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Graduate School of Social Sciences, Thesis

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Citation Formats

A. Çetin, “A phenomenological study on online teacher professional development experiences of EFL instructors, PDU members, and directors during the emergency remote teaching period,” M.S. - Master of Science, Middle East Technical University, 2022.