Abstract:
This mixed method study aims to report how team teaching as a continuing professional development (CPD) practice is viewed by in-service English as a Foreign Language (EFL) lecturers working at a non-profit private university in Turkey. The study took place in the academic year of 2017-2018 with the voluntary participation of 39 lecturers. Data for the study were obtained from a questionnaire and focus group inter-views. Results of the study showed that trust and respect be-tween partners were regarded as essential, and lesson plan-ning constituted the most valuable part of a successful team teaching. The findings also indicated that team teaching ena-bled lecturers to gain different perspectives from each other, providing more opportunities to use new instructional tech-niques as well as improving their problem-solving skills. It was further found that students became more engaged in team-taught lessons and lecturers ended up the process with en-hanced feelings of achievement. With respect to the drawbacks of team teaching, differences in personalities and teaching styles of the lecturers besides lack of time for team teaching meetings were suggested to pose challenges to the participants.
