Beyond One-Size-Fits-All: A Critical Review of Frameworks for EFL Teacher Professional Development

Öz

This critical review explores emergent paradigms in teacher professional development (TPD) with a focus on in-service English language teachers. Drawing on recent research, the study examines dominant frameworks such as TPACK, Lesson Study, Communities of Practice (CoP), self-directed models, and blended learning designs. While each system is beneficial in aiding teacher learning, the review shows a persistent lack of a comprehensive, context-sensitive, and sustainable TPD system suiting the EFL teachers' realities. The critique points to the fragmentation of current practices, which are typical in their episodic, top-down training, barely practical for classroom teaching, teachers' agency, or teacher well-being. Informal and hybrid approaches, though more reflective and collaborative, are underdeveloped due to systemic constraints. The review concludes by summoning flexible, modular, and teacher-centered professional learning spaces responsive to institutional facilitation, local context, and evolving pedagogical needs. Implications are made for policymakers, teachers, and stakeholders looking to build more integrated and efficient TPD strategies in Türkiye and comparative contexts.

Anahtar Kelimeler

• teacher professional development
• in-service teacher training
• EFL/ESL context
• teacher competencies
• teacher effectiveness
• professional expertise

İngilizce Öğretmenlerinin Mesleki Gelişimine Yönelik Çatıların Eleştirel İncelemesi: Tek Tip Anlayışın Ötesinde

Öz

Bu eleştirel derleme, hizmetiçi İngilizce öğretmenlerine odaklanarak öğretmen mesleki gelişimi (ÖMG) alanında yeni ortaya çıkan paradigmaları incelemektedir. Güncel araştırmalardan yola çıkan bu çalışma, TPAB (Teknolojik Pedagojik Alan Bilgisi), Ders İmecesi (Lesson Study), Uygulama Toplulukları (Communities of Practice - CoP), öz-yönelimli modeller ve harmanlanmış öğrenme tasarımları gibi yaygın çerçeveleri ele almaktadır. Her bir sistem öğretmen öğrenimini desteklemede faydalı olsa da, bu derleme, İngilizcenin yabancı dil olarak öğretildiği ortamdaki öğretmenlerin gerçeklerine uygun, kapsamlı, bağlama duyarlı ve sürdürülebilir bir ÖMG sisteminin süregelen eksikliğini göstermektedir. Eleştiri, dönemsel ve yukarıdan aşağıya eğitimleriyle tipikleşen, sınıf içi öğretim, öğretmen özerkliği veya esenliği için pratik olmaktan uzak mevcut uygulamaların parçalılığına işaret etmektedir. Daha yansıtıcı ve işbirlikçi olmalarına rağmen, gayri resmi ve hibrit yaklaşımlar, sistemsel kısıtlamalar nedeniyle yeterince gelişmemiştir. Derleme, kurumsal desteğe, yerel bağlama ve değişen pedagojik ihtiyaçlara duyarlı; esnek, modüler ve öğretmen merkezli mesleki öğrenme alanları oluşturulması çağrısıyla son bulmaktadır. Türkiye ve benzer bağlamlarda daha bütünleşik ve verimli ÖMG stratejileri oluşturmayı amaçlayan politika yapıcılar, öğretmenler ve paydaşlar için çıkarımlarda bulunulmuştur.

Anahtar Kelimeler

• öğretmen mesleki gelişimi
• hizmetiçi öğretmen eğitimi
• yabancı dil olarak İngilizce öğretimi
• öğretmen yeterlilikleri
• öğretmen etkililiği
• mesleki uzmanlık

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