Review
BibTex RIS Cite

An Overview of the Recent Views and Practices in Teacher Professional Development

Year 2019, Volume: 15 Issue: 4, 350 - 362, 30.12.2019
https://doi.org/10.17244/eku.559281

Abstract











This
paper presents an overview of the current trends and practices in teacher
professional development (PD). The paper is intended to provide teachers,
teacher educators, and trainers with the theories and practices discussed in
the literature over the last 25 years. The data were selected from resources by
entering relevant search phrases in journal databases, library catalogs, and
websites on teacher PD. The paper primarily addresses the principles of
effective PD and the models of PD. Next, different kinds of PD, including the
practices that can enable teachers to improve their knowledge and skills as
well as impacting student learning, are analyzed to determine the common
denominators of those kinds that are considered effective in the literature.
The paper also provides some implications that will be of value to researchers,
teachers, and teacher trainers. The overview reveals that effective PD must
involve teachers in decision-making as well as encourage reflection, classroom
research, and collaboration. The paper further mentions that effective PD
programs should include students and their perceptions in addition to
evaluation and follow-up support in order to achieve the desired outcomes.
   

References

  • Allison, S. (2014). Perfect teacher-led CPD. Carmarthen, Wales: Independent Thinking Press.
  • Bailey, K., Curtis, A., & Nunan, D. (2001). Pursuing professional development: the self as source. Boston, MA: Heinle & Heinle.
  • Bayram, İ., & Bıkmaz, F. (2018). Exploring the lesson study experience of EFL instructors at higher education: A pilot study. Journal of Qualitative Research in Education, 6(3), 313-340. doi:10.14689/issn.2148-2624.1.6c3s15m
  • Benoit, R., & Haugh, B. (2001). Team teaching tips for foreign language teachers. The Internet TESL Journal, 7(10), 1-8.
  • Bell, M. (2001). Supported reflective practice: A programme of peer observation and feedback for academic teaching development. The International Journal for Academic Development, 6(1), 29-39.
  • Bell, M. (2005). Peer observation partnerships in higher education. Milperra, NSW: Higher Education Research and Development Society of Australasia Inc.
  • Borg, S. (2015a). Contemporary perspectives on continuing professional development, Ankara: British Council.
  • Borg, S. (Ed.). (2015b). Professional development for English language teachers: Perspectives from higher education in Turkey. Ankara: British Council. Retrieved from https://www.teachingenglish.org.uk/article/professional-development-english-language-teachers-perspectives-higher-educationturkey
  • Broad, K. & Evans, M. (2006). A review of literature on professional development content and delivery modes for experienced teachers (Technical report). Toronto, ON: Ontario Ministry of Education.
  • Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson Longman.
  • Brown-Easton, L. (2004). Powerful designs for professional learning. Oxford, OH: National Staff Development Council.
  • Brown, M., & Macatangay, A. (2002). The impact of action research for professional development: Case studies in two Manchester schools. Westminster Studies in Education, 25(1), 35-45.
  • Buckley, F. J. (2000). Team teaching: What, why and how? Thousand Oaks, CA: Sage.
  • Burns, A. (2010). Doing action research in English language teaching. New York, NY: Routledge.
  • Carless, D., & Walker, E. (2006). Effective team teaching between local and native speaking English teachers. Language and Education 20(6), 463-477.
  • Corcoran, T. C. (1995). Transforming professional development for teachers: A guide for state policymakers. Washington, DC: National Governors’ Association.
  • Constantino, P. M., & de Lorenzo, M. N. (2002). Developing a professional teaching portfolio. Boston: Allyn and Bacon.
  • Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. The Phi Delta Kappan, 76(8), 597-604.
  • Davis, J. R. (1995). Interdisciplinary course and team teaching: New arrangement for learning. Phoenix, TX: ACE/Oryx.
  • Davis, J. R. (1997). Interdisciplinary courses and team teaching. Phoenix, TX: American Council on Education/Oryx Press Series on Higher Education.
  • Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer Press.
  • Delong, J., & Wideman, R. (Eds.) (1998). Action research: School improvement through research-based professionalism - Professional development kit. Mississauga, Ontario: The Ontario Public School Teachers’ Federation.
  • Dudley, P. (2014) Lesson study: A handbook. Retrieved from http://lessonstudy.co.uk/lesson-study-ahandbook
  • Engin, M., & Priest, B. (2014). Observing teaching: A lens for self-reflection. Journal of Perspectives in Applied Academic Practice, 2(2), 2-9.
  • Fatimah, N. (2013). Challenges in implementing lesson study at higher education. Proceedings of ISELT FBS Universitas Negeri Padandg, 1, 201-205.
  • Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal 30(2), 295-311.
  • Flutter, J. (2007). Teacher development and pupil voice. The Curriculum Journal, 18(3), 343-54.
  • Flutter, J., & Rudduck, J. (2004). Consulting pupils: What’s in it for schools? London: Routledge Falmer.
  • Goe, L., Bell, C., & Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality.
  • Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
  • Guskey, T. R., (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381-391.
  • Harris, B. (2000). A strategy for identifying the professional development needs of teachers: A report from New South Wales. Journal of In-Service Education, 26(1), 25-47. doi:10.1080/13674580000200109
  • Horwich, J. (1999, October 24). Cracks widen in team teaching of English. Asahi Evening News, Life Section.
  • Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-Service Education, 31(2), 235-250.
  • Lieberman, A. (2000). Networks as learning communities: Shaping the future of teacher development. Journal of Teacher Development, 51(3), 221-227.
  • Liebtag, E., & Ark, V. T. (2017). Professional learning: The power of school visits. Retrieved from http://www.gettingsmart.com/2017/03/professional-learning-the-power-of-school-visits
  • Little, J. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 9(4), 509-536.
  • Liu, L. B. (2015). Teacher educator international professional development as ren. Heidelberg: Springer.
  • Lodge, C. (2005). From hearing voices to engaging in dialogue: Problematizing student participation in school improvement. Journal of Educational Change, 6(2), 125-146.
  • McLaughlin, M., & Zarrow, J. (2001). Teachers engaged in evidence-based reform: Trajectories of teachers’ inquiry, analysis, and action. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 79-101). New York, NY: Teachers College Press.
  • McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. London: Routledge.
  • Mermelstein, D. A. (2018). Reflective teaching as a form of professional development. MexTesol Journal, 42(4). Retrieved from http://mextesol.net/journal/public/files/f562775447eac0dfc9111adccd6c25be.pdf
  • Mitra, D. L. (2008). Student voice in school reform. Albany, NY: SUNY Press.
  • Muijs, D., Day, C., Harris, A., & Lindsay, G. (2004) Evaluating continuing professional development: An overview. In C. Day & J. Sachs (Eds.), International handbook on the continuing professional development of teachers (pp. 291-310). Ballmoor, Bucks: Open University Press.
  • Murata, A. (2011). Introduction: Conceptual overview of lesson study lesson study research and practice in mathematics education. In L. Hart, A. Alston, & A. Murata (Eds.). Lesson study research and practice in mathematics education (pp. 1-12). Dordrecht: Springer.
  • OECD (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD Publications. Retrieved from https://www.oecd.org/edu/school/35004165.pdf
  • Rabb, R. (2009). Team teaching. Retrieved from http://www.usma.edu/cfe/Literature/Rabb_09.pdf
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge, UK: Cambridge University Press.
  • Richardson, S., & Díaz-Maggioli, G. (2018). Effective professional development: Principles and best practice (Part of the Cambridge Papers in ELT series). Cambridge: Cambridge University Press.
  • Rose, J., & Reynolds, D. (2009). Teachers continuing professional development: A new approach. 20th Annual World ICSEI, U.K. Retrieved from www.fm-kp.si/zalozba/ISBN/978-961-6573-65-8/219-240.pdf
  • Tobin, D. R. (1998). Corporate learning strategies: Building your own personal learning network. Retrieved from http://www.tobincls.com/learningnetwork.htm
  • Tajino, A., Stewart, T., & Dalsky, D. (Eds.). (2016). Team teaching and team learning in the language classroom: Collaboration for innovation in ELT. Abingdon: Routledge.
  • Tsui, B. M., & Law, D. Y. K. (2007). Learning as boundary-crossing in school-university partnership. Teaching and Teacher Education, 23, 1289-1301.
  • U.S. Department of Education Academy for Educational Development. (2010). Smaller learning communities program grantee guide learning in action: How to conduct and learn from high quality site visits. Retrieved from https://www2.ed.gov/programs/slcp/lia-conduct-and-learnhiqualitysitevisits508.pdf
  • Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0013/001330/133010e.pdf
  • Warren-Little, J. (2001) Professional development in pursuit of school reform. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 23-44). New York, NY: Teachers College Press.
  • Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.

Öğretmen Mesleki Gelişiminde Güncel Görüşlere ve Uygulamalara Bir Bakış

Year 2019, Volume: 15 Issue: 4, 350 - 362, 30.12.2019
https://doi.org/10.17244/eku.559281

Abstract











Bu
makale öğretmenlerin mesleki gelişimlerindeki (MG) güncel eğilimlerin ve
uygulamaların genel bir değerlendirmesini sunmaktadır. Makalenin amacı,
öğretmenlere, öğretmen eğiticilerine ve eğitimcilere literatürde son 25 yılda
tartışılan teorileri ve uygulamaları sunmaktır. Veriler; öğretmenlerin mesleki
gelişimi üzerine olan dergi veri tabanlarına, kütüphane kataloglarına ve
internet sitelerine ilgili sözcük grupları girilip kaynaklara ulaşılarak
toplanmıştır. Bu makale, öncelikle etkili MG’nin ve MG modellerinin
prensiplerine değinmektedir. Ardından literatürde etkili olduğu belirtilen MG
çeşitlerinin ortak paydalarını belirlemek amacıyla ilgili MG çeşitleri incelenmiştir.
Bu MG çeşitleri, öğrencilerin öğrenimini etkilediği kadar öğretmenlerin bilgi
ve becerilerini geliştirmesini de sağlayan uygulamaları da içermektedir. Bu
makale ayrıca araştırmacılar, öğretmenler ve öğretmen eğiticileri için değerli
olacak sonuçları ve çıkarımları da sunmaktadır. Genel değerlendirme, etkili bir
MG’nin hem yansıtıcı düşünmeyi, sınıf araştırmasını ve işbirliğini teşvik
etmesi, hem de öğretmenleri karar verme sürecine dahil etmesi gerektiğini
ortaya koymaktadır. Makale, bunlarla birlikte, etkili MG programlarının istenen
sonuçlara ulaşabilmesi için, değerlendirme, izlem, öğrenciler ve öğrencilerin
algılarını da içermesi gerektiğine eğilmektedir.
    

References

  • Allison, S. (2014). Perfect teacher-led CPD. Carmarthen, Wales: Independent Thinking Press.
  • Bailey, K., Curtis, A., & Nunan, D. (2001). Pursuing professional development: the self as source. Boston, MA: Heinle & Heinle.
  • Bayram, İ., & Bıkmaz, F. (2018). Exploring the lesson study experience of EFL instructors at higher education: A pilot study. Journal of Qualitative Research in Education, 6(3), 313-340. doi:10.14689/issn.2148-2624.1.6c3s15m
  • Benoit, R., & Haugh, B. (2001). Team teaching tips for foreign language teachers. The Internet TESL Journal, 7(10), 1-8.
  • Bell, M. (2001). Supported reflective practice: A programme of peer observation and feedback for academic teaching development. The International Journal for Academic Development, 6(1), 29-39.
  • Bell, M. (2005). Peer observation partnerships in higher education. Milperra, NSW: Higher Education Research and Development Society of Australasia Inc.
  • Borg, S. (2015a). Contemporary perspectives on continuing professional development, Ankara: British Council.
  • Borg, S. (Ed.). (2015b). Professional development for English language teachers: Perspectives from higher education in Turkey. Ankara: British Council. Retrieved from https://www.teachingenglish.org.uk/article/professional-development-english-language-teachers-perspectives-higher-educationturkey
  • Broad, K. & Evans, M. (2006). A review of literature on professional development content and delivery modes for experienced teachers (Technical report). Toronto, ON: Ontario Ministry of Education.
  • Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson Longman.
  • Brown-Easton, L. (2004). Powerful designs for professional learning. Oxford, OH: National Staff Development Council.
  • Brown, M., & Macatangay, A. (2002). The impact of action research for professional development: Case studies in two Manchester schools. Westminster Studies in Education, 25(1), 35-45.
  • Buckley, F. J. (2000). Team teaching: What, why and how? Thousand Oaks, CA: Sage.
  • Burns, A. (2010). Doing action research in English language teaching. New York, NY: Routledge.
  • Carless, D., & Walker, E. (2006). Effective team teaching between local and native speaking English teachers. Language and Education 20(6), 463-477.
  • Corcoran, T. C. (1995). Transforming professional development for teachers: A guide for state policymakers. Washington, DC: National Governors’ Association.
  • Constantino, P. M., & de Lorenzo, M. N. (2002). Developing a professional teaching portfolio. Boston: Allyn and Bacon.
  • Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. The Phi Delta Kappan, 76(8), 597-604.
  • Davis, J. R. (1995). Interdisciplinary course and team teaching: New arrangement for learning. Phoenix, TX: ACE/Oryx.
  • Davis, J. R. (1997). Interdisciplinary courses and team teaching. Phoenix, TX: American Council on Education/Oryx Press Series on Higher Education.
  • Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer Press.
  • Delong, J., & Wideman, R. (Eds.) (1998). Action research: School improvement through research-based professionalism - Professional development kit. Mississauga, Ontario: The Ontario Public School Teachers’ Federation.
  • Dudley, P. (2014) Lesson study: A handbook. Retrieved from http://lessonstudy.co.uk/lesson-study-ahandbook
  • Engin, M., & Priest, B. (2014). Observing teaching: A lens for self-reflection. Journal of Perspectives in Applied Academic Practice, 2(2), 2-9.
  • Fatimah, N. (2013). Challenges in implementing lesson study at higher education. Proceedings of ISELT FBS Universitas Negeri Padandg, 1, 201-205.
  • Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal 30(2), 295-311.
  • Flutter, J. (2007). Teacher development and pupil voice. The Curriculum Journal, 18(3), 343-54.
  • Flutter, J., & Rudduck, J. (2004). Consulting pupils: What’s in it for schools? London: Routledge Falmer.
  • Goe, L., Bell, C., & Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality.
  • Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
  • Guskey, T. R., (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381-391.
  • Harris, B. (2000). A strategy for identifying the professional development needs of teachers: A report from New South Wales. Journal of In-Service Education, 26(1), 25-47. doi:10.1080/13674580000200109
  • Horwich, J. (1999, October 24). Cracks widen in team teaching of English. Asahi Evening News, Life Section.
  • Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-Service Education, 31(2), 235-250.
  • Lieberman, A. (2000). Networks as learning communities: Shaping the future of teacher development. Journal of Teacher Development, 51(3), 221-227.
  • Liebtag, E., & Ark, V. T. (2017). Professional learning: The power of school visits. Retrieved from http://www.gettingsmart.com/2017/03/professional-learning-the-power-of-school-visits
  • Little, J. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 9(4), 509-536.
  • Liu, L. B. (2015). Teacher educator international professional development as ren. Heidelberg: Springer.
  • Lodge, C. (2005). From hearing voices to engaging in dialogue: Problematizing student participation in school improvement. Journal of Educational Change, 6(2), 125-146.
  • McLaughlin, M., & Zarrow, J. (2001). Teachers engaged in evidence-based reform: Trajectories of teachers’ inquiry, analysis, and action. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 79-101). New York, NY: Teachers College Press.
  • McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. London: Routledge.
  • Mermelstein, D. A. (2018). Reflective teaching as a form of professional development. MexTesol Journal, 42(4). Retrieved from http://mextesol.net/journal/public/files/f562775447eac0dfc9111adccd6c25be.pdf
  • Mitra, D. L. (2008). Student voice in school reform. Albany, NY: SUNY Press.
  • Muijs, D., Day, C., Harris, A., & Lindsay, G. (2004) Evaluating continuing professional development: An overview. In C. Day & J. Sachs (Eds.), International handbook on the continuing professional development of teachers (pp. 291-310). Ballmoor, Bucks: Open University Press.
  • Murata, A. (2011). Introduction: Conceptual overview of lesson study lesson study research and practice in mathematics education. In L. Hart, A. Alston, & A. Murata (Eds.). Lesson study research and practice in mathematics education (pp. 1-12). Dordrecht: Springer.
  • OECD (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD Publications. Retrieved from https://www.oecd.org/edu/school/35004165.pdf
  • Rabb, R. (2009). Team teaching. Retrieved from http://www.usma.edu/cfe/Literature/Rabb_09.pdf
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge, UK: Cambridge University Press.
  • Richardson, S., & Díaz-Maggioli, G. (2018). Effective professional development: Principles and best practice (Part of the Cambridge Papers in ELT series). Cambridge: Cambridge University Press.
  • Rose, J., & Reynolds, D. (2009). Teachers continuing professional development: A new approach. 20th Annual World ICSEI, U.K. Retrieved from www.fm-kp.si/zalozba/ISBN/978-961-6573-65-8/219-240.pdf
  • Tobin, D. R. (1998). Corporate learning strategies: Building your own personal learning network. Retrieved from http://www.tobincls.com/learningnetwork.htm
  • Tajino, A., Stewart, T., & Dalsky, D. (Eds.). (2016). Team teaching and team learning in the language classroom: Collaboration for innovation in ELT. Abingdon: Routledge.
  • Tsui, B. M., & Law, D. Y. K. (2007). Learning as boundary-crossing in school-university partnership. Teaching and Teacher Education, 23, 1289-1301.
  • U.S. Department of Education Academy for Educational Development. (2010). Smaller learning communities program grantee guide learning in action: How to conduct and learn from high quality site visits. Retrieved from https://www2.ed.gov/programs/slcp/lia-conduct-and-learnhiqualitysitevisits508.pdf
  • Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0013/001330/133010e.pdf
  • Warren-Little, J. (2001) Professional development in pursuit of school reform. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 23-44). New York, NY: Teachers College Press.
  • Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.
There are 57 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Makaleler
Authors

Özlem Canaran 0000-0003-2605-7884

İsmail Hakkı Mirici This is me 0000-0002-0906-0259

Publication Date December 30, 2019
Submission Date April 30, 2019
Published in Issue Year 2019 Volume: 15 Issue: 4

Cite

APA Canaran, Ö., & Mirici, İ. H. (2019). An Overview of the Recent Views and Practices in Teacher Professional Development. Eğitimde Kuram Ve Uygulama, 15(4), 350-362. https://doi.org/10.17244/eku.559281