Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 4 Sayı: 1, 27 - 47, 15.03.2018
https://doi.org/10.32601/ejal.460628

Öz

Kaynakça

  • Atay, D. (2006). Teachers' professional development: Partnerships in research. TESLEJ, 10(2), 1-15.
  • Atay, D. (2008). Teacher research for professional development. ELT Journal, 62, 139- 47.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
  • Borg, S. (2015). Overview – beyond the workshop: CPD for English language teachers. In S. Borg (Ed.), Professional development for English language teachers: Perspectives from higher education in Turkey (pp. 5-12). Ankara: British Council.
  • Bracey, G. W. (2009). “Some Thoughts as ‘Research’ Turns 25.” Phi Delta Kappan 90(7), 530–531.
  • Burns, A. (2005). Action research: An evolving paradigm? Language Teaching, 38, 57-74.
  • Burns, A. (2009). Action research in second language teacher education. In A. Burns &s J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 289-297). New York: Cambridge University Press.
  • Burns, A. (2010). Doing action research for English language teachers. A guide for practitioners. New York: Routledge.
  • Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 509–536). Thousand Oaks, CA: Sage.
  • Choi, T., & Andon, N. (2014). Can a teacher certification scheme change ELT classroom practice? ELT Journal, 68(1), 12-21.
  • Creswell, J. W. (2012). Grounded theory designs. In J. W. Creswell (Ed.), Educational research: Planning, conducting, and evaluating quantitative and qualitative research (pp. 422-500). Boston: Pearson Education.
  • Cullen, R. (1997). Transfer of training assessing the impact of INSET in Tanzania. In D. Hayes (Ed.), Inservice teacher development: International perspectives. London: Prentice Hall.
  • Darling-Hammond, L. (1990). Instructional policy into practice: the power of the bottom over the top. Education Evaluation and Policy Analysis, 12(3), 233-241.
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57, 300-314.
  • Dikilitaş, K. (2015). Teacher researchers in action. In K. Dikilitaş, R. Smith, & W. Trotman, (Eds.), Professional development through teacher research, (pp. 47-55). UK: IATEFL.
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers’ College Record, 103(6), 1013-1055.
  • Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Boston: Heinle and Heinle.
  • Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35(1), 1-13.
  • Fullan, M. G., & Miles, M. B. (1992). Getting reform right: what works and what doesn’t. Phi Delta Kappan, 73(10), 745-752.
  • Guskey, T. R., (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
  • Ingvarson, L. (1998). Professional development as the pursuit of professional standards: The standard-based professional development system. Teaching and Teacher Education, 14(1), 127-140.
  • Janesick, V. (2000). The choreography of qualitative research design. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 379–399). Thousand Oaks, CA: Sage.
  • Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257.
  • Johnson, K. E., & Golombek, P. R. (2002). Teachers’ narrative inquiry as professional development. Cambridge: Cambridge University Press.
  • Kennedy, A. (2005). Models of continuing professional development: a framework for analysis. Journal of in-service education, 31(2), 235-250.
  • Kennedy, M. (1998). Form and substance in inservice teacher education (Research Monograph No. 13). Madison, WI: University of Wisconsin-Madison, National Institute of Science Education. Retrieved April 19, 2017, from http://tinyurl.com/6qujdf
  • Korkmazgil, S. (2015). An investigation into Turkish English language teachers’ perceived professional development needs, practices and challenges. (Doctoral dissertation). Retrieved from http://etd.lib.metu.edu.tr/upload/12619513/index.pdf.
  • Kubanyiova, M. (2012). Teacher development in action: Understanding language teachers’ conceptual change. Basingstoke: Palgrave Macmillan.
  • Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
  • Lieberman, J., & Wilkins, E. (2006). The professional development pathways model: From policy to practice. Kappa Delta Pi Record, 42(3), 124-128.
  • Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129-151.
  • Little, J. W. (1999). Organizing schools for teacher development. In L. Darling-Hammond and G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 233-262). San Francisco: Jossey-Bass.
  • Mann, S. (2010). The language teacher’s development. Language Teaching, 38, 103-118.
  • Miles, M. B., & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
  • Mills, G. (2007). Action research: A guide for the teacher researcher (3rd ed.). Upper Saddle River, NJ: Pearson Education.
  • Özer, B. (2004). In-service training of teachers in Turkey at the beginning of the 2000s. Journal of In-service Education, 30(1), 89-100.
  • Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39, 158-177.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: strategies for teacher learning. New York: Cambridge University Press.
  • Schön, D. A. (1983). The Reflective practitioner: How professionals think in action. Aldershot: Arena.
  • Stake, R. E. (2000). Case studies. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 435-453). Thousand Oaks, CA: Sage.
  • Turhan, İ. E., & Arıkan, A. (2009). English language teacher development with and without a teacher trainer: ELT instructors’ perceptions. E-journal of New World Sciences Academy, 4(2). Retrieved April 19, 2017, from http://files.eric.ed.gov/fulltext/ED506221.pdf
  • Uysal, H. H. (2012). Evaluation of an in-service training program for primary-school language teachers in Turkey. Australian Journal of Teacher Education, 37(7), 14-29.
  • Villegas-Reimers, E. (2003). Teacher professional development: An international review of literature. UNESCO: International Institute for Educational Planning.
  • Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
  • Wyatt, M., & Dikilitaş, K. (2015). English language teachers becoming more efficacious through research engagement at their Turkish university. Educational Action Research, 24(4), 550-570.
  • Wyatt, M., & Oncevska Ager, E. (2016). Teachers' cognitions regarding continuing professional development. ELT Journal, 71 (2): 171-185.

Turkish EFL Instructors’ Engagement in Professional Development

Yıl 2018, Cilt: 4 Sayı: 1, 27 - 47, 15.03.2018
https://doi.org/10.32601/ejal.460628

Öz



 While the beliefs and practices of teachers on professional development (PD) are generally considered to promote quality in education and raise teachers’ awareness regarding teaching strategies, there is still limited research available into different PD models’ effectiveness in providing teachers with practical knowledge. This research aims to explore the role of AR in Turkish EFL instructors’ beliefs, and compare action research (AR), as a transformative model, with transmissive and transitional PD models. Qualitative data collected by means of semi-structured in-depth interviews were analysed by using constant comparative data analysis procedure. The participants were nine Turkish EFL instructors from a state university, selected according to purposive criterion-based sampling. The results revealed that the PD beliefs of Turkish EFL instructors conducting AR were different from those engaging in transmissive PD models in terms of access to and reflection on knowledge. The beliefs of the former group indicated strong evidence of a lifelong learning PD process, collaboration-based PD practices with intrinsic motivation, integration of inquiry based, experiential knowledge with reflective practice experiences, and a bottom up approach to PD. In contrast, the latter group showed short-term learning, and a theoretical knowledge transmission model depending on extrinsic motivation, presenting non-reflective, passive roles, with a top down approach. In this context, AR as an on-going PD activity is seen as highly effective for fostering teachers’ practical knowledge. 

Kaynakça

  • Atay, D. (2006). Teachers' professional development: Partnerships in research. TESLEJ, 10(2), 1-15.
  • Atay, D. (2008). Teacher research for professional development. ELT Journal, 62, 139- 47.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
  • Borg, S. (2015). Overview – beyond the workshop: CPD for English language teachers. In S. Borg (Ed.), Professional development for English language teachers: Perspectives from higher education in Turkey (pp. 5-12). Ankara: British Council.
  • Bracey, G. W. (2009). “Some Thoughts as ‘Research’ Turns 25.” Phi Delta Kappan 90(7), 530–531.
  • Burns, A. (2005). Action research: An evolving paradigm? Language Teaching, 38, 57-74.
  • Burns, A. (2009). Action research in second language teacher education. In A. Burns &s J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 289-297). New York: Cambridge University Press.
  • Burns, A. (2010). Doing action research for English language teachers. A guide for practitioners. New York: Routledge.
  • Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 509–536). Thousand Oaks, CA: Sage.
  • Choi, T., & Andon, N. (2014). Can a teacher certification scheme change ELT classroom practice? ELT Journal, 68(1), 12-21.
  • Creswell, J. W. (2012). Grounded theory designs. In J. W. Creswell (Ed.), Educational research: Planning, conducting, and evaluating quantitative and qualitative research (pp. 422-500). Boston: Pearson Education.
  • Cullen, R. (1997). Transfer of training assessing the impact of INSET in Tanzania. In D. Hayes (Ed.), Inservice teacher development: International perspectives. London: Prentice Hall.
  • Darling-Hammond, L. (1990). Instructional policy into practice: the power of the bottom over the top. Education Evaluation and Policy Analysis, 12(3), 233-241.
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57, 300-314.
  • Dikilitaş, K. (2015). Teacher researchers in action. In K. Dikilitaş, R. Smith, & W. Trotman, (Eds.), Professional development through teacher research, (pp. 47-55). UK: IATEFL.
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers’ College Record, 103(6), 1013-1055.
  • Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Boston: Heinle and Heinle.
  • Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35(1), 1-13.
  • Fullan, M. G., & Miles, M. B. (1992). Getting reform right: what works and what doesn’t. Phi Delta Kappan, 73(10), 745-752.
  • Guskey, T. R., (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
  • Ingvarson, L. (1998). Professional development as the pursuit of professional standards: The standard-based professional development system. Teaching and Teacher Education, 14(1), 127-140.
  • Janesick, V. (2000). The choreography of qualitative research design. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 379–399). Thousand Oaks, CA: Sage.
  • Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257.
  • Johnson, K. E., & Golombek, P. R. (2002). Teachers’ narrative inquiry as professional development. Cambridge: Cambridge University Press.
  • Kennedy, A. (2005). Models of continuing professional development: a framework for analysis. Journal of in-service education, 31(2), 235-250.
  • Kennedy, M. (1998). Form and substance in inservice teacher education (Research Monograph No. 13). Madison, WI: University of Wisconsin-Madison, National Institute of Science Education. Retrieved April 19, 2017, from http://tinyurl.com/6qujdf
  • Korkmazgil, S. (2015). An investigation into Turkish English language teachers’ perceived professional development needs, practices and challenges. (Doctoral dissertation). Retrieved from http://etd.lib.metu.edu.tr/upload/12619513/index.pdf.
  • Kubanyiova, M. (2012). Teacher development in action: Understanding language teachers’ conceptual change. Basingstoke: Palgrave Macmillan.
  • Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
  • Lieberman, J., & Wilkins, E. (2006). The professional development pathways model: From policy to practice. Kappa Delta Pi Record, 42(3), 124-128.
  • Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129-151.
  • Little, J. W. (1999). Organizing schools for teacher development. In L. Darling-Hammond and G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 233-262). San Francisco: Jossey-Bass.
  • Mann, S. (2010). The language teacher’s development. Language Teaching, 38, 103-118.
  • Miles, M. B., & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
  • Mills, G. (2007). Action research: A guide for the teacher researcher (3rd ed.). Upper Saddle River, NJ: Pearson Education.
  • Özer, B. (2004). In-service training of teachers in Turkey at the beginning of the 2000s. Journal of In-service Education, 30(1), 89-100.
  • Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39, 158-177.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: strategies for teacher learning. New York: Cambridge University Press.
  • Schön, D. A. (1983). The Reflective practitioner: How professionals think in action. Aldershot: Arena.
  • Stake, R. E. (2000). Case studies. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 435-453). Thousand Oaks, CA: Sage.
  • Turhan, İ. E., & Arıkan, A. (2009). English language teacher development with and without a teacher trainer: ELT instructors’ perceptions. E-journal of New World Sciences Academy, 4(2). Retrieved April 19, 2017, from http://files.eric.ed.gov/fulltext/ED506221.pdf
  • Uysal, H. H. (2012). Evaluation of an in-service training program for primary-school language teachers in Turkey. Australian Journal of Teacher Education, 37(7), 14-29.
  • Villegas-Reimers, E. (2003). Teacher professional development: An international review of literature. UNESCO: International Institute for Educational Planning.
  • Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
  • Wyatt, M., & Dikilitaş, K. (2015). English language teachers becoming more efficacious through research engagement at their Turkish university. Educational Action Research, 24(4), 550-570.
  • Wyatt, M., & Oncevska Ager, E. (2016). Teachers' cognitions regarding continuing professional development. ELT Journal, 71 (2): 171-185.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Articles
Yazarlar

Ayfer Tanış

Kenan Dikilitaş

Yayımlanma Tarihi 15 Mart 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 4 Sayı: 1

Kaynak Göster

APA Tanış, A., & Dikilitaş, K. (2018). Turkish EFL Instructors’ Engagement in Professional Development. Eurasian Journal of Applied Linguistics, 4(1), 27-47. https://doi.org/10.32601/ejal.460628