EFL Teachers’ Views and Needs on In-service Training as a Part of Professional Development: A Case Study in Turkish Context

Abstract

In-service training (INSET), as one of CPD activities, is an indispensable part of any organized effort to enhance language teachers’ field knowledge as well as their practical skills. However, there are still concerns regarding the effectiveness and sufficiency of INSET programs in Turkey. One of the reasons for any possible inefficiency might be the abundance rather than scarcity in quantity, where content has long been repetitive around similar and currently monotonous topics with limited quality. Therefore, more data-driven research that investigates language teachers’ actual needs and views on in-service training should be conducted in different contexts. Thus, the present study aims to investigate INSET needs and views of 249 private school teachers working at different campuses of the same institution. Designed as a mixed methods research, quantitative data was collected via a questionnaire developed by the researchers which is then followed by focus group interviews of 20 head teachers and team leaders from the same institution. The findings suggest characteristics of a good INSET by underlining teachers’ needs in a training program with implications for teacher trainers and policy makers.