REFLECTIONS ON A TEACHER-LED CPD MODEL FOR EFL TEACHERS

Abstract

This qualitative case study aims to explore English as a Foreign Language (EFL) teachers’reflections of a teacher-led professional development (CPD) model conducted at thedepartment of foreign languages of a foundation university in Turkey. It also aims to find outwhat implications this model might have for the professional development of teachers. Theentire population of 35 EFL teachers took part in the study. Data were collected throughobservations, focus group interviews, document analysis and an evaluation survey. All thequalitative data were interpreted and coded through content analysis. Results of the studyrevealed that teachers reflected mostly on the process of the model, its implications for theirprofessional development and their suggestions for future CPD practices.