Critical Friends Group as a Continuing Professional Development Model: Turkish Teachers’ Experiences

Abstract

Research has demonstrated the effectiveness of the Critical Friends Group (CFG) model for teacher professional development; however, its cultural and contextual impacts remain unclear. This study implemented the CFG model, grounded in theories of social learning and communities of practice, implemented and evaluated its effectiveness in six schools in Türkiye. Using an instrumental case-study design, qualitative data were collected from 36 science teachers. CFGs influenced teachers' learning and teaching practice positively. Findings also reveal that cultural and systemic factors influence the model's implementation. Therefore, adaptations should be made to ensure context-specific application. Recommendations are provided for implementing CFGs in similar contexts.