Vision

The ITU School of Foreign Languages Professional Development Unit (PDU) aims to be a leader in foreign language education by advancing research-informed practices and fostering an institutional culture of collaboration and continuous professional growth.

Mission

The PDU supports the professional development of ITU SFL instructors by encouraging peer learning, self-reflection, and many other professional development activities to contribute to the ongoing evaluation of teaching practices. In coordination with other institutional offices, it enhances the teaching and learning environment through research, needs-based studies, and a wide range of workshops and seminars. Its goal is to equip instructors with the skills and insights necessary to meet evolving challenges in teaching and to promote a sustainable culture of lifelong learning and collegial support among instructors with diverse teaching styles and backgrounds.

The mission of the PDU is fulfilled by;

• Conducting in-house workshops based on year-based needs analysis 
  
  
• Implementing orientation programs designed to facilitate the professional integration of newly appointed instructors, incorporating lesson observations to provide them with direct insights into institutional pedagogical practices

• Introducing instructors to a range of professional development activities that can be engaged in and utilized to enhance their professional knowledge and foster professional growth
  
  
• Fostering teacher autonomy for continuous professional development through guidance regarding the continuous professional development activities they can undertake.
  
  
• Organizing professional development days and hosting professionals from the wider teaching community to share their insights with ITU SFL instructors
  
  
• Following current events and developments in the field and disseminating this information with the SFL instructors by encouraging them to remain up-to-date
  
• Encouraging the instructors to engage in more transitional and transformative professional development activities that are more likely to impact the teaching and learning practices in line with the Systemic Performance Appraisal Model.
  
  

Contributing to the Systemic Performance Appraisal Model by informing the instructors about the policy and practices regarding the system, monitoring their relevant documents, and fostering their engagement with continuous professional development activities.

PDU Activities

PD Days

The PDU holds Professional Development (PD) Days each September at the outset of the academic year to offer instructors a renewed beginning and to support their preparation for the forthcoming year in both professional and personal dimensions.

In-house Faculty Development

The PDU organizes a series of workshops on topics identified by instructors every year. These topics address academically oriented issues while also offering practical implications for classroom instruction. The workshops are distributed across the semester and are typically conducted three times within the term.

Induction Program

The Professional Development Unit offers a series of orientation activities for newly recruited teachers to enable a smooth transition into the SFL. The instructors’ handbook is provided before the induction activities start.

The following topics are covered in the induction process:

* Academic offices: Office members and work flow
* How to take attendance and absenteeism 
* How to handle classroom discipline problems
* Classroom folders and class schedules
* NINOVA and DİLNOT
* Borrowing books, laptops and remote controls
* Residency, school bus services, dining halls
* Photocopy rooms and quotas 
* How to solve technical issues in classes 
* Personnel affairs and permission of leave 

Additionally, the PDU also hold a physical tour around the school and the instructors are introduced to the facilities they will be using such as the teachers’ lounges and their lockers, and to the administrative staff they will be working with.

Finally, the induction process is further used to gain insight into the Professional knowledge and experiences of new instructors to identify and locate their suitability for possible institutional tasks and office duties.

The International Conference

The PDU organizes the international conference Within and Beyond the Classroom (https://itueltdays.itu.edu.tr/). In collaboration with the organizing committee, it manages the entire process—from the call for abstracts and blind review by an international scientific committee, to the publication of the Book of Abstracts and the Proceedings. The conference brings together scholars of foreign language education from Türkiye and abroad, fostering academic exchange and professional dialogue.

Recent Trends in Foreign Language Education

Technology-enhanced and AI-Supported Learning

Digital platforms and generative artificial intelligence tools are now used to facilitate lesson planning, provide adaptive feedback, and support learners in interactive and personalized ways. While AI offers new opportunities for feedback and conversational practice, recent research also highlights the importance of teacher guidance, ethical use, and critical awareness.

Relevant Readings: 

Giannakos, M., Azevedo, R., Brusilovsky, P., Cukurova, M., Dimitriadis, Y., Hernandez-Leo, D., ... & Rienties, B. (2025). The promise and challenges of generative AI in education. Behaviour & Information Technology, 44(11), 2518-2544.

Pack, A., & Maloney, J. (2023). Using generative artificial intelligence for language education research: Insights from using OpenAI's ChatGPT. Tesol Quarterly, 57(4), 1571-1582.

Wang, F., Cheung, A. C., Neitzel, A. J., & Chai, C. S. (2025). Does chatting with chatbots improve language learning performance? A meta-analysis of chatbot-assisted language learning. Review of Educational Research, 95(4), 623-660.

Learner-centered and project-based approaches 

Particularly linked to 21st-century skills such as communication, collaboration, creativity, and critical thinking, Project-based learning provides authentic contexts where learners work on tasks that integrate research, problem-solving, and multimodal production, thus allowing them to use the language meaningfully while developing broader competencies. 

Relevant Readings:

Jelodari, Z., Zenouzagh, Z. M., & Hashamdar, M. (2025). Exploring PBL and e-PBL: implications for 21st-century skills in EFL education. Discover Education, 4(1), 311.