English Language Instructors’ Beliefs on Professional Development Models and Preferences to Improve Their Teaching Skills

AbstractToday there is a widespread need for English language speakers. Therefore, a new perspective should be handled in educational context. School administrators have difficulty finding English language users with teaching capabilities. A variety of in-service training programmes are conducted in schools to develop teachers’ teaching skills regardless of their preferences. This study aimed to see characteristics of language teachers and their professional development. Four models of professional development (Training, Mentoring, Peer-coaching, Self-directed) are presented in this study. A questionnaire was used to learn instructors’ preferences about their professional development and to clarify which model they would like to adopt in their teaching career