Abstract
This research aims at showing the most common strategies of professional development for EFL and technology teachers and revealing if the specialty, gender and academic levels affect adaptation of these strategies. The descriptive analytical method was followed in this research. A questionnaire including a list of (20) strategies of professional development was prepared. All EFL and technology teachers in the Gaza Strip governmental schools completed the questionnaire which consisted of (675) teachers. Frequencies, means, standard deviation, percentage, T- test and One Way ANOVA were used to analyse the data statistically. The results revealed that: Conducting action research continually, using social networks (Twitter, Facebook, and others) in exchanging viewpoints and experiences, and participating in educational e-forums were the most common strategies because they recorded high percentages of teachers' responses.
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