Professional development and ESL teacher quality: An empirical study

A broader awareness of ESL teachers’ conceptions for engaging in PD is vital them to gain productive outcomes from prevailing Professional Development (PD) opportunities. The qualitative case study reported here investigated the implications initiatives heighten quality their professional practice. used semi-structured interviews gather data ten in-service teachers a government university Sri Lanka and, Thematic Analysis recognizing, arranging and interpreting data. results demonstrated four key that empowered enhance practice: (a) refinement character behaviour (b) sustaining currency knowledge terms qualifications, content overall experience, thereby growing into practitioners with certificates credentials, (c) enriching delivery via improved skills expertise, (d) maintaining standards. These out-comes could be achieved through both independent sponsored activities regulated by democratic managerialist principles respectively. has valuable providers policy makers, points need considering designing, delivering framing order achieve optimum learner meaningful initiatives.