This study explores how teachers think about the effectiveness of PD depending on the contents, types, and schedules as well as their motivations for PD participation and reasons of non- participation. In addition, whether teachers use, modify, and discard the information and knowledge they obtain from PD as well as reasons of non-use. The author surveyed 97 elementary Korean EFL teachers with experience of PD and interviewed eight focal teachers among survey participants. Teachers’ survey and interview suggested that teachers prefer and value PD offers active participation, such as providing hands- on activities, interaction with other EFL teachers, language practice, and activities that can be used in teaching practice. Since the ultimate goal of PD is the improvement of teaching practice, it is important to note that information and ideas of PD are more likely to be implemented if the resources provided are for immediate use with directions for modification provided. Teachers mainly look for the information from PD for immediate use and treat the information for potential use as not practical. Moreover, one type of PD that is designed for a teacher group may not work for another teacher group since teachers have various yet different needs, expectations, and motivations for PD depending on their backgrounds, such as teaching experience and type of qualification. This study confirmed that the location of the schools also plays an important role on their perspectives about PD and the motivation to PD participation for Korean EFL teachers. There are so many competing demands that teachers consider for PD participation and they try to balance them in order to get the best outcomes of PD.
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