In-service Training Professional Development Needs of Iranian Teachers of English as Foreign Language: A Qualitative Research Study

Abstract

Teachers' perceptions of continuing professional development and the activities which they undertake to develop professionally have been investigated in different contexts. This study assessed professional development needs Iranian English as Foreign Language (EFL) teachers. In so doing a qualitative research method was used. Thirteen EFL teachers were selected through convenience sampling. The data were collected through semi-structured interviews with the participants. Data were analyzed through content analysis techniques. Results showed that EFL teachers need 8 types of professional development activities: teaching methods, assessment, curriculum development, educational psychology, educational technology, communication and management skills, language skills, and linguistics and meta-linguistics awareness. Results can be used by pre-service and in-service training program developers, EFL teachers, and language institutes to assess EFL teachers' needs and develop their profession.