Reflections of Teachers in Two Rings of the Educational Chain

Being in harmony with developments and improvements in many areas, there has been an increasing interest in promoting the quality of education in recent years. With this regard, teachers, one of the main stakeholders of... [ view full abstract ]

Being in harmony with developments and improvements in many areas, there has been an increasing interest in promoting the quality of education in recent years. With this regard, teachers, one of the main stakeholders of education programs, are supposed to keep pace with these trends through ongoing developmental activities. Specifically, language learning is inclined to embrace these improvements; making professional development necessary for EFL teachers at each education level. Yet, how these teachers consider professional development and the factors affecting their choices are of equal importance since they successively play significant roles in the quality of language education.
Considering these issues, this paper presents a study which has been designed to investigate perceptions of EFL teachers at high schools and higher education about professional development and their probable preferences for practices of professional development. Furthermore, their perceptions and preferences related to professional development activities will be presented based on the possible factors leading to them. After necessary permissions were obtained, the participants of the study were recruited randomly among teachers at high schools and instructors at universities considering eligibility and convenience issues. As a data collection material, a questionnaire which includes items about background information and professional development preferences was administered to the participants. Additionally, focus-group interviews were carried out as a reflective practice considering views and preferences of EFL teachers.
The findings of the study may provide insight into the views and needs of EFL teachers in different settings; therefore, professional development activities could be launched or reorganized accordingly.

This study aims to examine views of EFL teachers at high schools and higher education about professional development and their preferences for developmental activities through a reflective approach. The findings of the study... [ view full abstract ]

This study aims to examine views of EFL teachers at high schools and higher education about professional development and their preferences for developmental activities through a reflective approach. The findings of the study may provide insight into related practices in two successive settings and cultivate the quality of language education.