Evaluation of the professional development program for english teachers' professional development communities facilitator training course

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.