Abstract:

Completing the bachelor degree and getting a teacher certificate does not simply mean that professional learning has ended. The improvements in educational philosophies and technological advancements entail a continuous professional development. Professional development programs are of crucial importance for teachers in terms of expanding current teacher knowledge, improving in-class behaviors and teaching skills. That is to say, the teachers act as both teaching agents and researchers who are in pursuit of acquiring field knowledge for meeting the profession’s requirements. The 21st century can be recognized as an age which calls for life-long learning; that is, learning is a never-ending process for teachers. In order to promote professional learning and development, in-service teacher training activities including workshops, specialized courses, seminars, and panels could be organized. A specific content is defined in accordance with the professional needs of the teachers and conducted through adopting the delivery methods: face-to-face, online and blended. This current study presents the definitions of these three methods, identifies pros and cons, and discusses their usability and effectiveness considering the teachers in this current century by drawing mainly on the literature and research findings. Accordingly, some pedagogical implications regarding undergraduate (BA) and post-graduate programs (MA and Ph.D) designed for teachers of English are described.

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