Research Article
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Year 2024, , 18 - 36, 30.06.2024
https://doi.org/10.55993/hegp.1410279

Abstract

References

  • Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Sage Publications, Inc.
  • Billett, S. R. (2002). Workplace pedagogic practices: co-participation and learning. British Journal of Educational Studies, 50(4), 457-81.
  • Bolam, R., & McMahon, A. (2004). Literature, Definitions and Models: Towards a Conceptual Map. In C. Day & J. Sachs (Eds.), International Handbook on the Continuing Professional Development of Teachers. Berkshire: Open University Press.
  • Borko, H. (2004). Professional development and teacher learning: mapping the terrain. Educational Researcher, 33(8), 3-15.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education.
  • Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334.
  • Darling-Hammond, L., & Richardson, N. (2009, February). Teacher learning: what matters? Educational Leadership, 66(5), 46-49.
  • Feeney, E. J. (2011). Examining Professional Learning Situated in an Elementary School Context: An Investigation into Teachers’ Practice and Learning in the Workplace. (PhD Thesis). University of Nevada, Reno.
  • Feeney, E. J. (2016). How an orientation to learning influences the expansive–restrictive nature of teacher learning and change. Teacher Development, 20(4), 458-481. Doi:10.1080/13664530.2016.1161659
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
  • Fuller, A., & Unwin, L. (2004). Expansive learning environments: integrating personal and organizational development. In H. Rainbird, A. Fuller & A. Munro (Eds.), Workplace learning in context (pp. 126-144). London, Routledge.
  • Fuller, A., Unwin, L., Felstead, A., Jewson, N., & Kakavelakis, K. (2007). Creating and using Knowledge: an analysis of the differentiated nature of workplace learning environments. British Educational Research Journal, 33(5), 743-759.
  • Garet, M., Porter, S., Andrew, C., & Desimone, L. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 55(4), 915-945.
  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: theory and practice, 8(3/4), 381-391.
  • Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1995). Multivariate data analysis (3rd ed.). Prentice Hall.
  • Hayes, A., F. (2019). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression‐Based Approach. New York, NY: The Guilford Press
  • Hildreth, P., & Kimble, C. (2008). Introduction. In P. Hildreth, C. Kimble, & I. Bourdon (Eds.), Communities of practice: Creating learning environments for educators (Vol. 1, pp. ix–xix). Charlotte, NC: Information Age.
  • Hodkinson, H., & Hodkinson, P. (2005). Improving schoolteachers’ workplace learning. Research Papers in Education, 20(2), 109-131.
  • IBM. (2019). International Business Machines. Multiple Response Analysis. Retrieved from https://www.ibm.com/support/knowledgecenter/SSLVMB_23.0.0/spss/tutorials/multipleresponse_table.html
  • James, M., Black, P., Carmichael, P., Conner, C., Dudley, P., & Frost. D. (2006). Learning how to learn: Tools for schools. Routledge, Taylor and Francis Group. London and New York.
  • Johnson, R. B., & Onwuebbuzie, A. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
  • Jones, S. R., Torres, V., & Arminio, J. (2014). Issues in analysis and interpretation. In Negotiating the complexities of qualitative research in higher education: Fundamental elements and issues (2nd ed., pp. 157-173). New York, NY: Routledge.
  • Kearney, S. (2015). Reconceptualizing beginning teacher induction as organizational socialization: A situated learning model. Cogent Education, 2, 1-11.
  • Kirkgoz, Y. (2007). English Language Teaching in Türkiye: Policy Changes and their Implementations, RELC Journal, 38(2), 216-228.
  • Knight, P., Tait, J., & Yorke, M. (2006). The professional learning of teachers in higher education, Studies in Higher Education, 31(3), 319-339.
  • Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19, 149-170.
  • Lave, J., & Wenger, E. (1991). Situated learning. Cambridge: Cambridge University Press.
  • Lohman, M. C., & Woolf, N. H. (2001). Self-initiated learning activities of experienced public school teachers. Teachers and teaching: Theory and practice, 7(1), 61-76.
  • Maxwell, J. (2013). Qualitative research design: An interactive approach (3rd ed.). Thousand Oaks, CA: Sage.
  • Meirink, J.A., Meijer, P., Verloop, N., & Bergen, T. C. M. (2009). How do teachers learn in the workplace? An examination of teacher learning activities. European Journal of Teacher Education, 32(3), 209-224.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • OECD TALIS. Organization for Economic Co-Operation and Development. (2009). Creating effective teaching and learning environments: First results from TALIS. Paris: Organization for Economic Co-Operation and Development. Retrieved from: www.oecd.org/education/school/43023606.pdf
  • Opfer, V. D., Pedder, D.G., & Lavicza, Z. (2011). The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England. Teaching and Teacher Education, 27, 443-453.
  • Pallant, J. (2010). SPSS Survival Manual: 4th Edition. McGraw Hill: New York.
  • Park, S., & Oliver, J. S. (2008). Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals. Research in Science Education, 38(3), 261-284.
  • Patton, M.Q. (1990). Qualitative evaluation and research methods (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Porta, M. (2008). A Dictionary of Epidemiology 5. Oxford: Oxford University Press. Retrieved from https://scholar.google.com/scholar_lookup?title=A+Dictionary+of+Epidemiology&author=M+Porta&publication_year=2008&
  • Qualters, D. M. (2009). Creating a pathway for teacher change. Journal of Faculty Development, 23(1), 5-13.
  • Retallick, J. (1999). Teachers’ workplace learning: Towards legitimation and accreditation. Teachers and Teaching: Theory and Practice, 5(1), 33-50.
  • Rousseau, C. K. (2004). Shared beliefs, conflict, and a retreat from reform: the story of a professional community of high school mathematics teachers. Teaching and Teacher Education, 20(8), 783-796.
  • Seidman, I. (2013). Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. Teachers College Press, New York.
  • Stern, L. D. (2010). A Visual Approach to SPSS for Windows: 2nd Edition. Pearson: Boston.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using Multivariate Statistics (5th ed.). New York: Allyn and Bacon.
  • Uslu, B. (2016). Managerial flexibility regarding scholarly practices scale: Validity and reliability studies in university environment. Kuram ve Uygulamada Eğitim Yönetimi, 22(1), 109-131. doi: 10.14527/kuey.2016.005
  • Van Eekelen, I. M., Boshuizen, H. P. A., & Vermunt, J. D. (2005). Self-regulation in higher education teacher learning. Higher Education, 50(3), 447-471.
  • Vries, S., Van de Grift, W., & Jansen, E. (2013). Teachers’ beliefs and continuing professional development. Journal of Educational Administration, 51(2), 213-231. http://dx.doi.org/10.1108/09578231311304715
  • Warfield, J., Wood, T., & Lehman, J. D. (2005). Autonomy, beliefs and the learning of elementary mathematics teachers. Teaching and Teacher Education, 21(4), 439-456.
  • Webel, C., & Platt, D. (2015). The role of professional obligations in working to change one's teaching practices. Teaching and Teacher Education, 47, 204-217.
  • Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702-739.
  • Wei, R. C., Darling-Hammond, L., & Adamson, F. (2010). Professional development in the United States: Trends and challenges, phase II of a three-phase study. National Staff Development Council. Stanford Center for Opportunity Policy in Education (SCOPE).
  • Wilson, E., & Demetriou, H. (2007). New teacher learning: Substantive knowledge and contextual factors. The Curriculum Journal, 18(3), 213-229.
  • Yükseköğretim Kurulu (YÖK) (2020). Vakif Yükseköğretim Kurumları 2020. Retrieved from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2020/vakif-yuksekogretim-kurumlari-2020-raporu.pdf

Instructors’ Orientations and Workplace Learning: Schools of Languages at Turkish State and Foundation Universities

Year 2024, , 18 - 36, 30.06.2024
https://doi.org/10.55993/hegp.1410279

Abstract

Teacher professional development is universally acknowledged as crucial for academic success and educational progress. However, the efficacy of conventional continuous professional development (CPD) programs has been frequently questioned, with reports suggesting their ineffectiveness in fostering substantial teacher growth. The shortcomings of these programs range from overlooking school characteristics such as constitutions and politics to employing fixed goals and top-down approaches. The quality of professional development opportunities for instructors can be improved by promoting expansive learning environments as it is not possible to develop educators without considering their interaction with school environment and culture. Combining survey quantitative data and semi-structured interview results, this mixed-method study analyzed EFL instructors’ values and professional learning practices by comparing the schools of languages of state schools and foundation schools, as two different workplace settings. The study encompassed 300 EFL instructors in the quantitative phase, drawn from state and foundation universities in Istanbul and Ankara, Turkey. In a subsequent qualitative phase, 14 volunteers from this cohort participated in one-on-one interviews. It was observed that workplace environment influences instructors’ orientations to learning in terms of (i) which CPD activities instructors value and practice, and (ii) which factors they perceive as either influencing, supporting, or hindering their learning. The findings suggest that EFL instructors in state universities predominantly rely on external experts and exhibit external focuses in their professional learning. In contrast, instructors in foundation universities are more inclined to operate as a community of practice, utilizing internal resources, and engaging in collaborative efforts with their colleagues.

References

  • Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Sage Publications, Inc.
  • Billett, S. R. (2002). Workplace pedagogic practices: co-participation and learning. British Journal of Educational Studies, 50(4), 457-81.
  • Bolam, R., & McMahon, A. (2004). Literature, Definitions and Models: Towards a Conceptual Map. In C. Day & J. Sachs (Eds.), International Handbook on the Continuing Professional Development of Teachers. Berkshire: Open University Press.
  • Borko, H. (2004). Professional development and teacher learning: mapping the terrain. Educational Researcher, 33(8), 3-15.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education.
  • Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334.
  • Darling-Hammond, L., & Richardson, N. (2009, February). Teacher learning: what matters? Educational Leadership, 66(5), 46-49.
  • Feeney, E. J. (2011). Examining Professional Learning Situated in an Elementary School Context: An Investigation into Teachers’ Practice and Learning in the Workplace. (PhD Thesis). University of Nevada, Reno.
  • Feeney, E. J. (2016). How an orientation to learning influences the expansive–restrictive nature of teacher learning and change. Teacher Development, 20(4), 458-481. Doi:10.1080/13664530.2016.1161659
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
  • Fuller, A., & Unwin, L. (2004). Expansive learning environments: integrating personal and organizational development. In H. Rainbird, A. Fuller & A. Munro (Eds.), Workplace learning in context (pp. 126-144). London, Routledge.
  • Fuller, A., Unwin, L., Felstead, A., Jewson, N., & Kakavelakis, K. (2007). Creating and using Knowledge: an analysis of the differentiated nature of workplace learning environments. British Educational Research Journal, 33(5), 743-759.
  • Garet, M., Porter, S., Andrew, C., & Desimone, L. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 55(4), 915-945.
  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: theory and practice, 8(3/4), 381-391.
  • Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1995). Multivariate data analysis (3rd ed.). Prentice Hall.
  • Hayes, A., F. (2019). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression‐Based Approach. New York, NY: The Guilford Press
  • Hildreth, P., & Kimble, C. (2008). Introduction. In P. Hildreth, C. Kimble, & I. Bourdon (Eds.), Communities of practice: Creating learning environments for educators (Vol. 1, pp. ix–xix). Charlotte, NC: Information Age.
  • Hodkinson, H., & Hodkinson, P. (2005). Improving schoolteachers’ workplace learning. Research Papers in Education, 20(2), 109-131.
  • IBM. (2019). International Business Machines. Multiple Response Analysis. Retrieved from https://www.ibm.com/support/knowledgecenter/SSLVMB_23.0.0/spss/tutorials/multipleresponse_table.html
  • James, M., Black, P., Carmichael, P., Conner, C., Dudley, P., & Frost. D. (2006). Learning how to learn: Tools for schools. Routledge, Taylor and Francis Group. London and New York.
  • Johnson, R. B., & Onwuebbuzie, A. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
  • Jones, S. R., Torres, V., & Arminio, J. (2014). Issues in analysis and interpretation. In Negotiating the complexities of qualitative research in higher education: Fundamental elements and issues (2nd ed., pp. 157-173). New York, NY: Routledge.
  • Kearney, S. (2015). Reconceptualizing beginning teacher induction as organizational socialization: A situated learning model. Cogent Education, 2, 1-11.
  • Kirkgoz, Y. (2007). English Language Teaching in Türkiye: Policy Changes and their Implementations, RELC Journal, 38(2), 216-228.
  • Knight, P., Tait, J., & Yorke, M. (2006). The professional learning of teachers in higher education, Studies in Higher Education, 31(3), 319-339.
  • Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19, 149-170.
  • Lave, J., & Wenger, E. (1991). Situated learning. Cambridge: Cambridge University Press.
  • Lohman, M. C., & Woolf, N. H. (2001). Self-initiated learning activities of experienced public school teachers. Teachers and teaching: Theory and practice, 7(1), 61-76.
  • Maxwell, J. (2013). Qualitative research design: An interactive approach (3rd ed.). Thousand Oaks, CA: Sage.
  • Meirink, J.A., Meijer, P., Verloop, N., & Bergen, T. C. M. (2009). How do teachers learn in the workplace? An examination of teacher learning activities. European Journal of Teacher Education, 32(3), 209-224.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • OECD TALIS. Organization for Economic Co-Operation and Development. (2009). Creating effective teaching and learning environments: First results from TALIS. Paris: Organization for Economic Co-Operation and Development. Retrieved from: www.oecd.org/education/school/43023606.pdf
  • Opfer, V. D., Pedder, D.G., & Lavicza, Z. (2011). The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England. Teaching and Teacher Education, 27, 443-453.
  • Pallant, J. (2010). SPSS Survival Manual: 4th Edition. McGraw Hill: New York.
  • Park, S., & Oliver, J. S. (2008). Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals. Research in Science Education, 38(3), 261-284.
  • Patton, M.Q. (1990). Qualitative evaluation and research methods (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Porta, M. (2008). A Dictionary of Epidemiology 5. Oxford: Oxford University Press. Retrieved from https://scholar.google.com/scholar_lookup?title=A+Dictionary+of+Epidemiology&author=M+Porta&publication_year=2008&
  • Qualters, D. M. (2009). Creating a pathway for teacher change. Journal of Faculty Development, 23(1), 5-13.
  • Retallick, J. (1999). Teachers’ workplace learning: Towards legitimation and accreditation. Teachers and Teaching: Theory and Practice, 5(1), 33-50.
  • Rousseau, C. K. (2004). Shared beliefs, conflict, and a retreat from reform: the story of a professional community of high school mathematics teachers. Teaching and Teacher Education, 20(8), 783-796.
  • Seidman, I. (2013). Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. Teachers College Press, New York.
  • Stern, L. D. (2010). A Visual Approach to SPSS for Windows: 2nd Edition. Pearson: Boston.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using Multivariate Statistics (5th ed.). New York: Allyn and Bacon.
  • Uslu, B. (2016). Managerial flexibility regarding scholarly practices scale: Validity and reliability studies in university environment. Kuram ve Uygulamada Eğitim Yönetimi, 22(1), 109-131. doi: 10.14527/kuey.2016.005
  • Van Eekelen, I. M., Boshuizen, H. P. A., & Vermunt, J. D. (2005). Self-regulation in higher education teacher learning. Higher Education, 50(3), 447-471.
  • Vries, S., Van de Grift, W., & Jansen, E. (2013). Teachers’ beliefs and continuing professional development. Journal of Educational Administration, 51(2), 213-231. http://dx.doi.org/10.1108/09578231311304715
  • Warfield, J., Wood, T., & Lehman, J. D. (2005). Autonomy, beliefs and the learning of elementary mathematics teachers. Teaching and Teacher Education, 21(4), 439-456.
  • Webel, C., & Platt, D. (2015). The role of professional obligations in working to change one's teaching practices. Teaching and Teacher Education, 47, 204-217.
  • Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702-739.
  • Wei, R. C., Darling-Hammond, L., & Adamson, F. (2010). Professional development in the United States: Trends and challenges, phase II of a three-phase study. National Staff Development Council. Stanford Center for Opportunity Policy in Education (SCOPE).
  • Wilson, E., & Demetriou, H. (2007). New teacher learning: Substantive knowledge and contextual factors. The Curriculum Journal, 18(3), 213-229.
  • Yükseköğretim Kurulu (YÖK) (2020). Vakif Yükseköğretim Kurumları 2020. Retrieved from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2020/vakif-yuksekogretim-kurumlari-2020-raporu.pdf
There are 53 citations in total.

Details

Primary Language English
Subjects Higher Education Studies (Other)
Journal Section Research Articles
Authors

Kezban Altuntaş Özben 0000-0002-5608-4413

Fatma Nevra Seggie 0000-0002-0657-6284

Bengu Borkan 0000-0003-1414-1528

Kenan Dikilitaş 0000-0001-9387-8696

Publication Date June 30, 2024
Submission Date December 26, 2023
Acceptance Date May 29, 2024
Published in Issue Year 2024

Cite

APA Altuntaş Özben, K., Seggie, F. N., Borkan, B., Dikilitaş, K. (2024). Instructors’ Orientations and Workplace Learning: Schools of Languages at Turkish State and Foundation Universities. Higher Education Governance and Policy, 5(1), 18-36. https://doi.org/10.55993/hegp.1410279