TY  - JOUR
T1  - University-School Cooperation Model for The Professional Development of Primary School Teachers
AU  - Gürdoğan Bayır, Ömür
AU  - Gültekin, Mehmet
AU  - Kılıç, Zeynep
AU  - Yaşar, Ecmel
PY  - 2024
DA  - December
Y2  - 2024
DO  - 10.31704/ijocis.1522955
JF  - International Journal of Curriculum and Instructional Studies
JO  - IJOCIS
PB  - Eğitim Programları ve Öğretim Derneği
WT  - DergiPark
SN  - 2146-3638
SP  - 137
EP  - 170
VL  - 14
IS  - 2
LA  - en
AB  - The objective of this study is to increase primary school teachers’ attitudes towards professional development through university-school cooperation method, support their professional development and create a model based on university-school cooperation. The study was carried out by adopting embedded experimental design among mixed research methods. In total, 49 primary school teachers took part in the study, who work at the primary schools in three different settlement areas, i.e., village, district and city, that have a disadvantageous position in Eskişehir province. As for the locations and socio-economic status of the schools where the attendant primary school teachers work, it can be stated that these schools are disadvantageous in terms of participation to professional development activities. In the study, a professional development attitude scale and an in-service attitude scale were applied to the teachers at the beginning and end of the training process in the data collection stage. And then the opinions of the teachers regarding the professional development trainings were obtained and the training diaries, which were kept in this process by the teachers, were used. At the end of the study, it was determined that there was a positive difference in the attitudes of the primary school teachers regarding the Professional development and in-service trainings thanks to the professional development activities performed. It was further found out that the teachers considered the performed activities useful, productive and efficient and a model was revealed for professional development carried out within the scope of university-school cooperation.
KW  - Teacher training
KW  - Primary school teacher
KW  - Professional development
KW  - In-service training
CR  - Adey, P. (2004). The professional development of teachers: Practice and theory. Kluwer Academic.
CR  - Altun, T. & Cengiz, E. (2012). Upper primary school teachers’ views about Professional development opportunities. International Online Journal of Educational Sciences, 4(3), 672-690.
CR  - Aykal, F. Y. (2018). Öğretmenlerin profesyonel gelişim süreçlerini destekleyecek eğitim ihtiyaçlarının belirlenmesi: Antalya’da bir özel okul örneği. [Identifiying teachers’s supportive needs of Professional development processes]. (Publication No. 518420). [Master dissertation, İstanbul Kültür University].  Council of Higher Education Thesis Center, Turkey.
CR  - Babinski, L., Amendum, S. J., Knotek, S. E., Sanche, M., & Malone, P. (2018). Improving young English learners’ language and literacy skills through teacher professional development: A Randomized controlled trial. American Educational Research Journal, 55, 117-143. https://doi.org/10.3102/0002831217732335
CR  - Baykan, P. (2015). Kimya öğretmenlerinin etkileşimli tahta kullanımına ilişkin ihtiyaçlarına dayalı örnek hizmet içi eğitim etkinliği geliştirilmesi, uygulanması ve değerlendirilmesi. [Being development implementation and evaluation of the sample in-service training activity based on chemistry teachers' needs of using interactive whiteboard]. (Publication No. 429636). [Doctoral dissertation, Ataturk University]. Council of Higher Education Thesis Center, Turkey.
CR  - Bayram, D. (2010). Türkiye, ABD, Japonya, İngiltere ve Avustralya’da fen ve fizik öğretmnelerine yönelik mesleki gelişim programlarının karşılaştırılması [The comparison of profesional development programs for science and physics teachers ın Turkey, the Usa, Japan, England and Australia]. (Publication No.279928). [Doctoral dissertation, Ataturk University]. Council of Higher Education Thesis Center, Turkey.
CR  - Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
CR  - Broad, K. & Evans, M. (2006). A review of literature on professional development content and delivery modes for experienced teachers. Initial Teacher Education Program.   https://www.oise.utoronto.ca/ite/UserFiles/File/AReviewofLiteratureonPD.pdf
CR  - Bümen, N. T., Ateş, A., Çakar, E., Ural, G. & Acar, V. (2012). Türkiye bağlamında öğretmenlerin mesleki gelişimi: Sorunlar ve öneriler. [Teachers’ professional development in Turkish Context: Issues and suggestions.] Milli Eğitim, 41(194), 31-50.
CR  - Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi.
CR  - Caena, F. (2011). Literature review quality in teachers’ continuing professional development. European Commission. http://ec.europa.eu/dgs/education_culture/repository/education/policy/strategic-framework/doc/teacher development_en.pdf
CR  - Canaran, Ö. (2017). A new perspective into team teaching as a continuous professional development model for English teachers. (Publication No. 483394). [Doctoral dissertation, Hacettepe University].  Council of Higher Education Thesis Center, Turkey.
CR  - Cohen, J. (1988). Statistical power analysis fort he behavioral sciences (2nd ed.) Erlbaum.
CR  - Creswell, J. W. & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. SAGE Publications.
CR  - Çelen, Ü., Kösterelioğlu, İ. & Akın Kösterelioğlu, M. (2016). A case analysis of the expectations and attitudes of teachers to participation in-service training. Journal of Human Sciences, 13(3), 3696-3710. http://dx.doi.org/10.14687/jhs.v13i3.3955
CR  - Day, C. (1999). Developing teachers. Routledge Publications.
CR  - Desimone, L. M., Porter, A. C., Gareti M. S., Yoon, K. S. & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112.  https://doi.org/10.3102/01623737024002081
CR  - Drewes, A. Henderson, J. & Mouza, C. (2018). Professional development design considerations in climate change education: Teacher enactment and Student learning. International Journal of Science Education, 40 (1), 67-89. https://doi.org/10.1080/09500693.2017.1397798
CR  - Elçiçek, Z. (2016). Öğretmenlerin mesleki gelişimine ilişkin bir model geliştirme çalışması. [A model development research related to teachers' professional development]. (Publication No. 441100). [Doctoral dissertation, Gaziantep University]. Council of Higher Education Thesis Center, Turkey.
CR  - Erdaş, E. (2015). Bilimin doğasının öğretiminde öğretmenlerin mesleki gelişimlerinin süreç boyunca desteklenmesi: Bir mesleki gelişim programı modeli. [Supporting the teachers' professional developments though the process about teaching NOS: A continuing professional development program model]. (Publication No. 418153). [Doctoral dissertation, Abant İzzet Baysal University]. Council of Higher Education Thesis Center, Turkey.
CR  - Erlandson, D. A., Harris, E. L., Skipper, B. L. and Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods. SAGE Publications.
CR  - Eroğlu, M. & Özbek, R. (2018). Öğretmenlerin mesleki gelişim kavramına ilişkin metaforik algıları. [Teachers’ metaphorical perceptions related to concept of professional development] Uluslararası Sosyal Araştırmalar Dergisi, 11(59), 754-765. http://dx.doi.org/10.17719/jisr.2018.2684
CR  - Gökdere, M. & Çepni, S. (2005). Üstün yeteneklilerin fen bilimleri öğretmenlerine yönelik bir hizmet içi eğitim uygulama ve değerlendirme çalışması. [An in-service training application and evaluation study for gifted science teachers]. Türk Eğitim Bilimleri Dergisi, 3(3), 271-296.
CR  - Guskey, T. R. (1999). Evaluating professional devolepment. Corwin Press.
CR  - Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8 (3), 381-391.
CR  - Guskey, T. R. & Sparks, D. (1991). What to consider when evaluating staff development. Educational, School, and Counseling Psychology Faculty Publications. https://uknowledge.uky.edu/edp_facpub/19
CR  - Gültekin, M. & Çubukçu, Z. (2008). İlköğretim öğretmenlerinin hizmetiçi eğitime ilişkin görüşleri. [Perceptions of primary school teachers about in-service training]. Sosyal Bilimler Dergisi, 19, 185-201.
CR  - Kahyaoğlu, R. B. & Karataş, S. (2019). Mesleki gelişim eğitim seminerlerine ilişkin öğretmen görüşleri. [Teaching opinions on professional development education seminars]. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 37, 191-220. https://doi.org/10.30794/pausbed.536050
CR  - Karasolak, K., Tanrıseven, I. & Yavuz Konokman, G. (2013). Öğretmenlerin hizmetiçi eğitim etkinliklerine ilişkin tutumlarının belirlenmesi. [Determining teachers’ attitudes towards in-service education activities] Kastamonu Eğitim Dergisi, 21 (3), 997-1010.
CR  - Kefeli, P. (2013). Öğretim sürecinde etkileşimli tahta kullanımına yönelik geliştirilen bir hizmet içi eğitim kursu ve yansımaları. [An in-service training course developed for the use of interactive whiteboard in teaching process and its reflections]. (Publication No. 344506). [Master thesis, Karadeniz Technical University].  Council of Higher Education Thesis Center, Turkey.
CR  - Ma, N., Xin, S., & Du, J. Y. (2018). A peer coaching-based professional development approach to improving the learning participation and learning design skills of in-service teachers. Educational Technology & Society, 21 (2), 291-304.
CR  - Millî Eğitim Bakanlığı [Ministry of National Education]. (2017). Öğretmen strateji belgesi [Teacher strategy paper]. Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. http://oygm.meb.gov.tr/meb_iys_dosyalar/2017_06/09140719_Strateji_Belgesi_Resmi_Gazete_sonrasY_ilan.pdf
CR  - Millî Eğitim Bakanlığı [Ministry of National Education]. (2018). 2023 vizyon belgesi [2023 vision document]. http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf
CR  - Mellom, P. J., Straubhaar, R., Balderas, C., Ariail, M. & Portes, P. R. (2018). They come with nothing: How ğrofessional development in a culturally responsive pedagogy shapes teacher attitudes towards Latino/a English language learners. Teaching and Teacher Education, 71, 98- 107. https://doi.org/10.1016/j.tate.2017.12.013
CR  - Odabaşı, H. F. (2009). Öğretmenlikte mesleki gelişimin kuramsal ve kavramsal yapısı. [Theoretical and conceptual structure of professional development in teaching]. In B. Erişti & H. F. Odabaşı (Eds.), Öğretmenlikte mesleki gelişim. [Professional development in teaching]. (pp. 59-80). Anadolu University Açıköğretim Publications.
CR  - ÖRAV (2009). Öğretmen Akademisi Vakfı 2009 faaliyet raporu [Teacher Academy Foundation 2009 annual report]. Öğretmen Akademisi Vakfı. https://docplayer.biz.tr/4992310-Ogretmen-akademisi-vakfi-2009-faaliyet-raporu.html
CR  - 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.
CR  - Özer, N. & Beycioğlu, K. (2010). The relationship between teacher professional development and burnout. Procedia Social and Behavioral Sciences, 2, 4928-4932.
CR  - Özoğlu, M. (2010a, July 23). Hizmetiçi eğitimde sorunlar ve çözüm önerileri. [Problems and solutions in in-service training]. Millî Eğitim Bakanlığı’nda Hizmetiçi Eğitimin Yeniden Yapılandırılması Panel ve Çalıştayı [Panel and Workshop on Restructuring of In-Service Education at the Ministry of National Education], Ankara, Turkey.  http://hedb.meb.gov.tr/net/_duyuru_dosyalar/calistay.pdf
CR  - Özoğlu, M. (2010b). Türkiye’de öğretmen yetiştirme sisteminin sorunları. [Problems of teacher training system in Turkey]. SETA-Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı. http://www.setav.org/Ups/dosya/20275.pdf
CR  - Özsoy, S., & Özsoy, G. (2013). Effect size reporting in educational research. İlköğretim Online, 12(2), 334-346.
CR  - Piper, B., Zuilkowski, S. S., Dubeck, M., Jepkemei, E. & King, S. J. (2018). Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides. World Development, 106, 324-336. https://doi.org/10.1016/j.worlddev.2018.01.018
CR  - Prast, E. J., Van de Weijer-Bergsma, E., Kroesbergen, E. H. & Van Luit, J. E. (2018). Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement. Learning and Instruction, 54, 22-34. https://psycnet.apa.org/doi/10.1016/j.learninstruc.2018.01.009
CR  - Sıcak, A. & Parmaksız, R. Ş. (2016). İlköğretim kurumlarındaki mesleki çalışmaların etkililiğinin değerlendirilmesi. [An evaluation of efficacy of in-service training in primary schools]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 17-33. https://doi.org/10.17679/iuefd.17144668
CR  - Sprott, R. A. (2019). Factors that foster and deter advanced teachers’ professional development. Teaching and Teacher Education, 77, 321-331. https://doi.org/10.1016/j.tate.2018.11.001
CR  - Şahin, Ü. (2013). Sınıf öğretmenlerinin hizmet içi eğitim ihtiyaçlarının belirlenmesi ve bir model önerisi. [Determining the inservice training needs of the classroom teachers and a suggestion of a model]. (Publication No. 327396). [Doctoral dissertation, Adnan Menderes University]. Council of Higher Education Thesis Center, Turkey.
CR  - Uştu, H., Mentiş Taş, A. & Sever, B. (2016). Öğretmenlerin mesleki gelişime yönelik algılarına ilişkin nitel bir araştırma. [A qualitative study about the perceptions of teachers on professional development]. Elektronik Mesleki Gelişim ve Araştırma Dergisi, 1, 15-23. https://doi.org/10.32706/tusbid.481509
CR  - Yalçın İncik, E. & Akbay, S. E. (2018). Ortaöğretim öğretmenlerine yönelik bir çalışma: mesleki gelişim faaliyetlerine yönelik tutumları ve eğitim ihtiyaçları. [A study for secondary school teachers: Their attitudes towards professional development activities and education needs] Turkish Studies, 13(27), 1653-1676. http://dx.doi.org/10.7827/TurkishStudies.14381
CR  - Yaman, S. & Tekin, S. (2010). Öğretmenlerin hizmet içi eğitime yönelik tutum ölçeğinin geliştirilmesi. [Developing an attitude scale towards inservice education for teachers]. Bayburt Üniversitesi Eğitim Fakültesi Dergisi 5, 76-88.
CR  - Yılmaz, B. (2020). Okul öncesi kaynaştırma sınıfı öğretmenlerine uygulama temelli koçluk ile sunulan mesleki gelişim programının sınıfların kalitesine, öğretmenlere ve çocuklara etkisinin incelenmesi. [Investigating the effects of practice based coaching professional development program on the quality of inclusive preschool classrooms, teachers and children]. (Publication No. 612534). [Doctoral dissertation, Gazi University]. Council of Higher Education Thesis Center, Turkey.
CR  - Yiğit, E. (2016). Du-TE modeli çerçevesinde tasarlanan hizmet içi eğitimin etkililiğinin incelenmesi. [An investigation of the effectiveness of Du-TE model based in-service teacher education]. (Publication No. 453668). [Master dissertation, Bülent Ecevit University].  Council of Higher Education Thesis Center, Turkey.
CR  - Yirci, R. (2017). Öğretmen profesyonelliğinin önündeki engeller ve çözüm önerileri. [Barriers to teacher professionalism and suggestions for solution]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 18 (1), 503-522.
UR  - https://doi.org/10.31704/ijocis.1522955
L1  - https://dergipark.org.tr/en/download/article-file/4100568
ER  -