Abstract

The primary objective of this study is to evaluate the professional development program designed for English teachers as part of the ‘English Together’ project, with a particular focus on the ‘English Teachers Professional Development Communities (PDCs). This study, using the Eisner Educational Connoisseurship and Criticism Model is designed as a case study. The Eisner’s Educational Connoisseurship and Criticism Model offers a qualitative approach to program evaluation, emphasizing expert judgment and interpretive critique, much like the evaluation of art. The model, commonly applied in art and education, involves four interconnected dimensions: description, interpretation, evaluation, and thematic analysis -to deepen understanding of educational settings and guide educational improvement. The data were collected through interviews, observations, and document analysis and were analyzed by using the MAXQDA 2022 program. Through a content analysis, 17 themes were identified. As a result, the English Together project is considered well-structured and efficient, despite administrative issues such as the lack of project information, compulsary participant assignments, regional consistency challenges within the Ministry, insufficient financial support for project facilitators, and a lack of ministry-provided incentives or rewards.

Keywords: English together, Program evaluation, Teacher education, Professional development, Professional Learning Communities (PLCs)

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Köksal, N., & Keleş, F. (2025). Evaluation of the professional development program for english teachers’ professional development communities facilitator training course. Education and Science, 51(225), 155-180. https://doi.org/10.15390/ES.2026.2499