A Proposed Onlıne Professıonal Development (Opd) Program For Novıce Efl Teachers

Abstract

This study aimed to design, implement, and evaluate a context-specific online professional development (OPD) program tailored for novice teachers of English as a Foreign Language (NEFLTs) in Türkiye. Grounded in adult learning theory—particularly self-directed and transformative learning—the research employed a qualitative action research methodology supported by descriptive statistics. A needs analysis involving 109 participants, including novice and experienced EFL teachers and teacher educators, informed the development of a five-module asynchronous OPD program. Designed based on the ADDIE instructional model, the program was implemented through the Canvas learning platform. Module topics included teacher well-being, classroom management, materials development, diversity in the EFL classroom, and reflective teaching. The CIPP model guided program evaluation. Data collection tools included questionnaires, KWL charts, self-reflective journals, evaluation forms, and semi-structured interviews. Findings showed that the OPD program effectively addressed NEFLTs’ professional development (PD) needs. Participants reported improvements in theoretical knowledge, teaching skills, self-efficacy, and professional identity. They valued the program’s structure, relevance, and reflective focus. Technology and AI integration boosted digital skills and adaptability, while emphasis on inclusivity enhanced responsiveness to diverse learners. The program also fostered emotional resilience and personal growth. Noted challenges included time constraints, dense content, and limited interactivity. Recommendations included incorporating live sessions, scaffolding complex topics, and encouraging collaboration. Overall, the study highlights the importance of needs-based, flexible, and reflective OPD in supporting the growth of NEFLTs in the Turkish context.