Professional development programs and English language instructors: A critical-postmodern study


Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, vol.27, pp.40-49, 2004 (Peer-Reviewed Journal)


In this completed qualitative dissertation research, the nature of the relationship between professional development
programs (in-service training programs) and English language instructors was studied with a critical postmodern lense focusing on
the narratives of nine English language instructors on their experiences in their professional development programs. The results
revealed that the instructors conceptualize these programs as domains in which they develop themselves professionally amidst many
hardships that have the power of hindering their development. It is noted that such conceptualization has effects on their professional
development as well as their own classroom teaching. Data collection method was in-depth interviewing and it was found that the
instructors’ narratives included themes of power struggles affecting their conceptualizations of teacher trainers, classroom
observations, the delivering of these programs and the administrative units all of which signal the need for a shift towards more
humanitarian and innovative professional development practices.