Teacher opinions about school and teacher professional development

Evren Erzen

EN

Teacher opinions about school and teacher professional development

Abstract

This study aims to evaluate teacher opinions about the professional development. The sample consists of 8 teachers from different branches. These teachers were selected from two schools with the best and the worst professional development conditions in line with extreme or deviant case sampling. Semi structured interview form was employed as the data collection tool. Firstly, the study analyses self-development opportunities of the teachers within the education system and the schools. Secondly, it addresses the perceptions of the teachers about the teacher development roles in the schools. Lastly, it investigates the professional development problems of the teachers that should be resolved and the difficulties encountered in this process. Within the qualitative research framework, the data obtained was analysed via descriptive analysis, content analysis and constant comparison method. The findings illustrate that professional development of the teachers is largely unsystematic and varies from one school to another. The implications of the interviews are that the number, accessibility and quality of the in-service trainings should be enhanced.

Keywords

teacher,professional development,in-service training,difficulties

References

Aydın, M. (1987). Bir hizmet içi eğitim olarak denetim. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 2(2), 241-249.
Aytaç, T. (2000). Hizmet içi eğitim kavramı ve uygulamada karşılaşılan sorunlar. Milli Eğitim Dergisi, (147).
Bağcı, N., & Şimşek, S. (2000). Milli Eğitim personeline yönelik hizmet içi eğitim faaliyetlerine genel bir bakış. Millî Eğitim Dergisi, 146.
Balcı, A. (2007). Effective School Development Theory Practice and Research (4th Edition). Ankara: Pegem.
Bell, L. (1991). Approaches to the professional development of teachers. In Managing the professional development of teachers, Buckingham Open University Press, 3-21
Clarke, D. J., & Hollingsworth, H. (2000). Seeing is understanding: examining the merits of video and narrative cases. Journal of Staff Development, 21(4), 40–43.
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967.
Coe, R. (2009). School improvement: Reality and illusion. British Journal of Educational Studies, 57(4), 363-379.

Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Erişen, Y. (1998). Öğretmenlere yönelik hizmet içi eğitim programları geliştirmede eğitim ihtiyacı belirleme süreci. Millî Eğitim Dergisi, 140.
Ehren, M.C.M, & Visscher, A.J. (2008). The relationships between school inspections, school characteristics and school improvement. British Journal of Educational Studies, 56(2), 205-227.
Ersoy, Y. (1996). Hizmetiçi eğitim ve yetiştirme kurusunu geliştirme-I amaçlar ve matematik öğretmenlerinin görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12(12), 151-160.
Firestone, W. A. (1993). Alternative arguments for generalizing from data as applied to qualitative research. Educational researcher, 22(4), 16-23.
Gaikhorst, L., Beishuizen, J. J., Zijlstra, B. J., & Volman, M. L. (2015). Contribution of a professional development programme to the quality and retention of teachers in an urban environment. European Journal of Teacher Education, 38(1), 41-57.
Gönen, S., & Kocakaya, S. (2006). Fizik öğretmenlerinin hizmet içi eğitimler üzerine görüşlerinin. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 19(19), 37-44.
Guhn, M. (2009). Insights from successful and unsuccessful implementations of school reform programs. Journal of Education Change , 10 (4), 337-363.
Hallinger, P., & Heck, R. (2003). Understanding the contribution of leadership to school improvement. In M. Wallace & L. Poulson (Eds.), Learning to Read Critically in
Educational Leadership and Management (pp. 215–235). London: Sage Publications.
Hampton, G., Rhodes, C., & Stokes, M. (2004). A practical guide to mentoring, coaching and peer-networking: Teacher professional development in schools and colleges. Routledge.
Hargreaves, D. H. (1995). School culture, school effectiveness and school ımprovement. School Effectiveness and School Improvement,. 6 (1), 23-46.
Holden, G. (2002). Towards a learning community: The role of mentoring in teacher-led school improvement. Journal of In-service Education, 28(1), 9–21.
Hopkins, D. (1996). Towards a theory for school improvement. In Gray J. (Ed.), Merging Traditions, London: Cassell.
Hoşgörür, V. (2014). School Development Applications in Turkey. Education, 134(3), 404-419.
http://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/147/aytac.htm
http://hedb.meb.gov.tr/net/index.php?option=com_content&view=category&layout=blog&id=48&Itemid=73 Date: 21.05.2011
http://mevzuat.meb.gov.tr/html/42.html
Ibrahim, N. M., Osman, M. M., & Bachok, S. (2014). Public School Development and Planning: Parents’ Criteria of Selecting Public School in Gombak District. Procedia-Social and Behavioral Sciences, 153, 274-285.
Ikemoto, G. S., & Marsh, J. A. (2007). Cutting through the data-driven mantra: Different conceptions of data-driven decision making. In P. A. Moss (Ed.), Evidence and decision making. USA: Wiley-Blackwell.
Le Roy, E. (1917). What is a dogma? Editorial introduction. The Monist, 481-523.
Leithwood, K., & Jantzi D. (2000). The effects of transformational leadership on organizational conditions and student engagement. Journal of Educational Administration, 38(2), 112–29.
Leithwood, K., C. Day, P. Sammons, A. Harris, & D. Hopkins (2007). Seven strong claims about successful school leadership. School Leadership and Management, 28(1), 27-42.
McCormack A. et al. (2006). Early career teacher professional learning. Asia-Pacific Journal of Teacher Education, 34(1), 95-113.
Mc Dougal, A., & Squires, D. (1997). A framework for reviewing teacher professional development programmes in information technology. Journal of Information Technology for Teacher Education, 6(2)- 115–126.
MEB (2015). Faaliyet raporu. Ankara. Retrieved from: http://sgb.meb.gov.tr/meb_iys_dosyalar/2016_02/29061209_2015darefaalyetraporu.pdf
MEB (2016). Faaliyet raporu. Ankara. Retrieved from: https://sgb.meb.gov.tr/meb_iys_dosyalar/2017_02/28172815_2016_FR_webde_yayYmlanacak_kitap.pdf
Neuman, L. (2007). Toplumsal Araştırma Yöntemleri. Ankara: Yayın Odası.
Nuri, E., & Dağlı, G. (2014). Evaluation of school development approaches by administrators at TRNC State Primary Schools, according to administrators, teachers, and parents. Procedia-Social and Behavioral Sciences, 141, 1074-1078.
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading &Writing Quarterly, 19(2), 139-158.
Polit, D. F., & Beck, C. T. (2010). Generalization in quantitative and qualitative research: Myths and strategies. International journal of nursing studies, 47(11), 1451-1458.
Rhodes, C., & Brundrett, M. (2009). Leadership development and school improvement. Educational Review, 61(4), 361-374.
Schlager M. S., & Fusco J. (2003). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse?. The Information Society, 19 (3), 203-220.
Stoll, L. (1992). Teacher growth in the effective school. In M. Fullan & A. Hargraves (Ed.), Teacher Development and Educational Change. (pp. 104-121). London: Falmer.
Şahin, Ü. & Türkoğlu, A. (2017). Sınıf öğretmenlerine yönelik hizmet içi eğitim model önerisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 37(14), 90-104.
Teddlie, C., & Yu, F. (2007). Mixed methods sampling a typology with examples. Journal of mixed methods research, 1(1), 77-100.
Tekin, S., & Ayas, A. (2006). Kimya öğretmenlerinin hizmet-içi eğitim ihtiyaçlarının belirlenmesi: Trabzon örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(31).
Wong, Y. H. P., & Zhang, L. F. (2014). Perceived school culture, personality types, and wellbeing among kindergarten teachers in Hong Kong. Australasian Journal of Early Childhood, 39(2), 100-108.

Details

Primary Language

English

Subjects

Studies on Education

Journal Section

Research Article

Authors

Evren Erzen ^*
ARTVİN ÇORUH ÜNİVERSİTESİ
Türkiye

Publication Date

June 29, 2018

Submission Date

December 25, 2017

Acceptance Date

May 18, 2018

Published in Issue

Year 2018 Volume: 2 Number: 1

IZ

https://izlik.org/JA93MJ79WN

Cite

RIS / Bibtex

APA

Erzen, E. (2018). Teacher opinions about school and teacher professional development. Studies in Educational Research and Development, 2(1), 1-31. https://izlik.org/JA93MJ79WN

AMA

1.Erzen E. Teacher opinions about school and teacher professional development. SERD. 2018;2(1):1-31. https://izlik.org/JA93MJ79WN

Chicago

Erzen, Evren. 2018. “Teacher Opinions about School and Teacher Professional Development”. Studies in Educational Research and Development 2 (1): 1-31. https://izlik.org/JA93MJ79WN.

EndNote

Erzen E (June 1, 2018) Teacher opinions about school and teacher professional development. Studies in Educational Research and Development 2 1 1–31.

IEEE

[1]E. Erzen, “Teacher opinions about school and teacher professional development”, SERD, vol. 2, no. 1, pp. 1–31, June 2018, [Online]. Available: https://izlik.org/JA93MJ79WN

ISNAD

Erzen, Evren. “Teacher Opinions about School and Teacher Professional Development”. Studies in Educational Research and Development 2/1 (June 1, 2018): 1-31. https://izlik.org/JA93MJ79WN.

JAMA

1.Erzen E. Teacher opinions about school and teacher professional development. SERD. 2018;2:1–31.

MLA

Erzen, Evren. “Teacher Opinions about School and Teacher Professional Development”. Studies in Educational Research and Development, vol. 2, no. 1, June 2018, pp. 1-31, https://izlik.org/JA93MJ79WN.

Vancouver

1.Evren Erzen. Teacher opinions about school and teacher professional development. SERD [Internet]. 2018 Jun. 1;2(1):1-31. Available from: https://izlik.org/JA93MJ79WN