Abstract
The present study examined online professional development practices of in-service English teachers. A sample of 184 in-service English teachers from various levels of education in Turkey participated in the study through an online questionnaire. The collected data was analyzed using SPSS to assess the teachers' utilization of the internet for professional development, classroom activities, and collaboration with others. The results revealed that the participants utilized the internet extensively for professional development and classroom activities, and collaboration with others. Furthermore, significant differences were found between participants' teaching levels and their use of the internet for collaboration, frequency of internet use and internet use for classroom practices, and ICT training experiences and use of the internet for overall professional development, classroom activities and collaboration. The findings suggest that in-service English teachers prioritized and benefited from online professional development practices and ICT training affected their use of the internet for such practices.
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