ESL teachers’ perceptions and design and delivery ofProfessional Development

ABSTRACT:Identifying ESL teachers’ perspectives of PD is important to provide them focussed ProfessionalDevelopment (PD)opportunities forimproved classroom practices and enriching their individual growth andwell-being. A qualitative study was conducted with 8 ESL practitioners of a state university in Sri Lanka tounderstand the significance of PD for achieving the above outcomes. Semi-structured interview was used as theinstrument for collecting data and Thematic Analysis for recognizing, arranging and interpretingthem. Thefindings of the study uncovered 14 perceptions of PD of which most have association with ESL practitioners’teaching and learning whereas others have implications for all teachers in general. Participants’ perceptions aremulti-dimensional in nature that demonstrates their understanding of the potential of PD activities for achievingmultiple professional and personal goals.Although practitioners engage in both sponsored and independent PDactivities to reach those goals they are likely to prioritize democratic over managerialist goals, thus they areinclined to undertake activities that help them achieve their democratic needs. The study has broad implicationsfor all stake holders in the ESL industry as there is no alliance of perceptions of those who participate in PDactivities and those who design and implement PD policies and practices.

Key words:Perceptions, professional development, multi-dimensional, democratic needs, diversity