A case study on the perceptions of professional development unit members at an EFL program

buir.contributor.authorPeker, Hilal
dc.citation.epage254en_US
dc.citation.issueNumber2en_US
dc.citation.spage238en_US
dc.citation.volumeNumber11en_US
dc.contributor.authorPeker, Hilal
dc.contributor.authorÖzkaynak, O.
dc.contributor.authorArslan, Z.
dc.contributor.authorTunç, H.
dc.date.accessioned2021-03-25T08:19:59Z
dc.date.available2021-03-25T08:19:59Z
dc.date.issued2019
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.description.abstractPrior research focusing on teacher training indicated that professional development is considered as a continuous process, and trainings are essential for teacher development. In this qualitative case study, researchers examined the perceptions of professional development unit (PDU) members regarding the training sessions they offered at a foundation university in Turkey. After ethical committee permissions were obtained, the data were collected through semi-structured interview questions besides note taking during the interviews. There were five PDU members as participants. Content analysis was utilized after all the notes and transcriptions were brought together. To carry out the content analysis, the researchers employed a modified van Kaam method as defined by Moustakas (1994). Thematically analyzed data indicated three main findings: continuous professional development, good rapport, and motivation. These themes are discussed as reflected by the participants and implications are provided for future professional development series.en_US
dc.identifier.eissn1993-7660
dc.identifier.urihttp://hdl.handle.net/11693/75974
dc.language.isoEnglishen_US
dc.source.titleInternational Journal of Curriculum and Instructionen_US
dc.subjectPDUen_US
dc.subjectContinuous professional developmenten_US
dc.subjectEFLen_US
dc.subjectCase studyen_US
dc.titleA case study on the perceptions of professional development unit members at an EFL programen_US
dc.typeArticleen_US
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