Abstract

This research study, based on qualitative research design, reports on the findings from native and non-native university English language teachers’ perceptions and beliefs with regards to a professional development programme they attended in their teaching context where they work at an English language institute (ELI) that is part of a Saudi university. The sample consisted of five male English as a Foreign Language (EFL) teachers who were involved in teaching intensive EFL courses at a Preparatory Year Programme (PYP). In this study, semi-structured interviews were utilized as the data collection method. Analysis of the data revealed that all teachers had a wide understanding of some essential issues related to professional development. Most of these teachers supported adopting the obligation policy of teacher involvement in the professional development programme. On the other hand, several participants voiced few concerns towards the available activities that are marked by being irresponsive to their needs, inadequate for the teaching context and unhelpful for them to reflect on their teaching practice. Also, the data highlighted the absence of the teachers’ role in the implemented professional development programme. The findings, however, indicated that the participants found the group discussion useful and enriching to their learning experiences. Furthermore, the data findings pinpointed that the teachers provided some useful suggestions for future improvement in the study context. Their suggestions tackled the trainer’s competence, needs analysis and the involvement of teachers in setting the agenda of their professional development programs.

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