Trackıng Changes and Progress in Efl Teachers Classroom Practıces Through Professıonal Development: The Case of Gaziantep
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The aim of this study was to explore the past and present experiences of EFL Teachers with regard to professional development (PD). Additionally, EFL teachers areas of needs were determined and their daily practices were observed. In line with research goals of this study, several PD sessions were offered. Finally, the study examined how the PD activities informed the teachers classroom practices. Qualitative research methodology was used as the study design. The researcher was a participant observer at the research sites. The data for the study were collected in six phases. The participants were six EFL teachers from three different public high schools, and also there were seven EFL teachers working at a foundation university who offered the PD sessions. The data were collected through focus groups, participant observation and field notes, interviews, audio and video recordings. The qualitative data were analyzed by using grounded theory method.