A Comprehensive Overview of Foreign Language Teachers' Professional Development: Self-directed and Institutional Professional Development Activities of English Teachers in Türkiye

Abstract

When the literature on the professional development of English as
a foreign language (EFL) teachers is examined, professional
development predominantly encompasses institutional activities.
This study critically examines conventional definitions and
practices related to the professional development of EFL teachers,
arguing that in line with the demands of the era, teachers'
professional development should also include self-directed
individual activities. However, for professional development
activities to contribute to the ultimate goal of student learning, it is
important for the organizational culture in which teachers are
situated to be supportive of their professional development. To
seek answers to research questions about how the institutional and
self-directed activities carried out by EFL teachers in Türkiye and
the organizational culture influence these activities, an exploratory
sequential strategy was employed in the research. First, qualitative
data were collected, and then quantitative data were collected
through a survey tool developed based on the qualitative data.
Comprehensive individual interviews were conducted with a total
of 28 teachers across Türkiye, and survey data were collected from
819 teachers. The findings are presented as self-directed
(unstructured) professional development activities (e.g., use of
search engines, reading news websites, watching videos/series,
etc.) and institutional (structured) professional development
activities (participation in national and international conferences,
etc.). The necessity of foreign language teachers being involved in
many individual activities through self-direction, beyond their
participation in activities planned by institutions, for the
professional development of a foreign language teacher is
discussed. The study proposes a comprehensive perspective on the
concept of professional development related to EFL teachers and
offers recommendations for the field of foreign language teacher
education.