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Professional Development (PD) for teachers in developing countries isan emerging emphasis despite limited resources. Evidence regarding theteachers’ experiences of PD activities in developing countries, includingNepal, are not well known. This study aimed to identify and discuss PDstrategies employed by Nepalese English as a foreign language (EFL)teachers and experiences. The study employed a qualitative researchdesign for data collection among 45 EFL teachers recruited from 15 highschools and colleges across the districts of Kathmandu and Lalitpur. Dataon teachers’ age, gender, academic qualification, teaching experience (interms of number of years), and teacher training, their experiences aboutPD and the perceived benefits of the different learning strategies of PDwere collected using a questionnaire. The findings are presented in termsof the four main groups of PD strategies - self-directed, professionrelated,peer-supported and study-(research-) focused. We report that theNepalese EFL teachers have positive experience towards different PDstrategies. The EFL teachers have been benefited mostly from selfdirected(own teaching experience and self -monitoring), professionrelated (workshops, seminars and conferences), and peer-supported(learning from colleagues) PD strategies. The study recommends thatthere is a need for on-going PD activities for EFL teachers in Nepal.

Experience of Professional Development Strategies: Context of Nepalese EFL Teachers