Topkaya, Ece ZehirCelik, Handan2024-06-122024-06-1220161877-0428https://doi.org/10.1016/j.sbspro.2016.10.003https://hdl.handle.net/20.500.14551/23361International Conference on Teaching and Learning English as an Additional Language (GlobELT) -- APR 14-17, 2016 -- Antalya, TURKEYThis study explored English language teachers' perceptions of professional development and professional development practices. The data were gathered through semi-structured interviews, from six non-native teachers who were in different career stages. Inductive content analysis showed that teachers described professional development as the use of various resources and use of skills and knowledge, while their professional development activities included attending courses and seminars, following professional publications, and collaborating with colleagues. Although both the definitions and practices can be considered as traditional, the results indicated that teachers were aware that they needed to keep up with rapid progress and change in teaching and education. (C) 2016 The Authors. Published by Elsevier Ltd.en10.1016/j.sbspro.2016.10.003info:eu-repo/semantics/openAccessProfessional DevelopmentPerceptions And PracticesCareer StagesTeacher EducationConference Object232511N/AWOS:000387499800001