An Institutional Perspective into Professional Development of English Teachers: A Case of Schools of Foreign Languages

Throughout their teaching careers, teachers circulate in various learner groups and this means a need for new strategies or new approaches in order to satisfy the students and the institutions they are in. At this point; the need for this inevitable adaptation process arises. This adjustment is done by means of various professional development programs which become a necessity not for the fact that the training programs have insufficiencies but teaching situations and institutions are in a state of continuous change. In this study, point of views and attitudes of administrators of School of Foreign Languages to professional development activities will be discussed. When doing this, some open ended questions have been addressed to directors and vice-directors to find out their expectations and level of eagerness to join, organize or fund those activities. It is hoped that this specific study will serve as a tool and inspiration for future research in this field. (C) 2016 The Authors. Published by Elsevier Ltd.