3rd. Interdisciplinary Conference on English Studies, Lefkoşa, Cyprus (Kktc), 19 - 20 June 2014, pp.13
Enabling educational advancement depends on teachers’ awareness and performance, which can best be maximized via continuous professional development. While the related literature goes ahead through the research studies carried out and theories put forward, in practice teachers might have difficulty keeping up with the theory. To bridge the gap between theory and practice in the field of English Language Teaching, teachers should engage in professional development acts which are “collaborative, sustained, organized, local, useful, convenient, accessible, and time efficient” (Fenton-Smith and Stillwell, 2011:252). There are various models of professional development; some are actualized by individual enterprises and others are based on working together with the colleagues; what they have in common is that all help teachers to challenge their practice. In this study, referring to Tallerico’s (2005) five-step professional development model, the features of these different types of teacher development performances will be discussed. Underlining the strengths and weaknesses of several distinctive professional development ways such as attending conferences, having in-service trainings, peer coaching, Critical Friends Group, action research, how technology might contribute to the process of teacher development undertakings will be exemplified with an aim to shed light on further complementary studies. The study also emphasizes that it is time saving, motivating, and accessible to implement technology into the process of teacher professional development; in addition, it stimulates teachers to be lifelong learners besides adding to student and school achievement in turn.