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.
|Konular||Eğitim, Bilimsel Disiplinler|
|Yayımlanma Tarihi||29 Haziran 2018|
|Yayınlandığı Sayı||Yıl 2018, Cilt 2, Sayı 1|