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Türkiye’de Öğretmenlerin Mesleki Gelişimi Nasıl Araştırılıyor?

Year 2021, Volume: 8 Issue: 1, 339 - 354, 01.05.2021
https://doi.org/10.21666/muefd.847692

Abstract

Eğitim ve öğretim sürecinde istenilen hedeflere ulaşılabilmesi için öğretmenlerin bilgi, beceri ve yeterliklerinin sürekli gözden geçirilmesi ve süreç içinde mesleki gelişimlerinin desteklenmesi oldukça önemlidir. Alanyazında da öğretmenlerin mesleki gelişimleri pek çok araştırmaya konu olmuş ve çeşitli boyutları ile ele alınmıştır. Yapılan araştırmada, ülkemizde öğretmen yetiştirme alanında yapılan ve öğretmenlerin mesleki gelişimine odaklanan lisansüstü tezler incelenerek öğretmenlerin mesleki gelişimlerine yönelik ne tür araştırmaların yapıldığına ilişkin bir çerçeve ortaya konulmak istenmiştir. Araştırmada nitel araştırma yöntemlerinden temel yorumlayıcı desen kullanılmış ve toplam 98 tez incelenmiştir. Belirlenen lisansüstü tezler; katılımcı türü, araştırma alanı, araştırma süresi, araştırma amacı ve araştırma yöntemi gibi boyutlar temel alınarak incelenmiştir. Ve ardından veriler iki ayrı araştırmacı tarafından kodlanmıştır. Ardından incelenen kodlar arasındaki ilişkileri ve örüntüleri sunmak amacıyla VOSviewer programı kullanılmıştır. Araştırma sonuçlarına göre, ülkemizdeki lisansüstü tezlerde öğretmenlerin mesleki gelişimleri ele alırken çoğunlukla durum tespiti yapmak amacıyla, sınırlı bir hedef kitle ile bir haftadan az sürede gerçekleşen uygulamalarla araştırma süreçleri yapılandırılmıştır. Ve araştırmaların büyük çoğunluğunda veriler süreç başında uygulanan anket ya da ölçekler ile toplanmıştır. Elde edilen bulgular ülkemizde mesleki gelişim araştırmalarındaki sınırlılıkları ortaya koyarken, ilerleyen süreçte öğretmenlerin mesleki gelişimlerinin derinlemesine uygulamalar, tekrarlı ve çok boyutlu ölçümler ve süreç tasarımları, tartışmalar, iş-birlikleri, izlemeler, geri bildirimler, destekler, yaygınlaştırmalarla yürütülmesi gerektiğini göstermektedir

References

  • Antoniou, P., & Kyriakides, L. (2013). A dynamic integrated approach to teacher professional development: Impact and sustainability of the effects on improving teacher behaviour and student outcomes. Teaching and Teacher Education, 29 (1), 1-12. https://doi.org/10.1016/j.tate.2012.08.001
  • Armour, K. M., & Yelling, M. R. (2004). Continuing professional development for experienced physical education teachers: Towards effective provision. Sport, education and society, 9(1), 95-114.
  • Arslan, H. (2013). Hizmetiçi eğitim kurslarının bilişim teknolojileri öğretmenlerinin mesleki ve kişisel gelişimine etkisi. Yayınlanmamış Yüksek Lisans Tezi. Necmettin Erbakan Üniversitesi/Eğitim Bilimleri Enstitüsü.
  • Atal, D. ve Sancar, R. (Basım Aşamasında). Öğretmenlerin Mesleki Gelişimlerine Odaklanan Araştırmalar Ne Söylüyor?. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, -(-).
  • Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10-20.
  • Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and instruction, 20(6), 533-548.
  • Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000). Designing professional development that works. Educational Leadership, 57(8), 28-33.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27.
  • Caena, F. (2011). Literature review quality in teachers’ continuing professional development. European Commission, 2-20.
  • Canaran, Ö., ve Mirici, İ. H. (2020). Öğretmenlerin mesleki gelişimi için yeni bir takım öğretimi modeli: Hizmet-içi İngilizce öğretmenleri üzerine bir durum çalışması. Eğitim ve Bilim, 45(201), 247-271.
  • Cobb, P., Zhao, Q., & Dean, C. (2009). Conducting design experiments to support teachers' learning: A reflection from the field. The Journal of the Learning Sciences, 18(2), 165-199.
  • Collinson, V., Kozina, E., Kate Lin, Y. H., Ling, L., Matheson, I., Newcombe, L., & Zogla, I. (2009). Professional development for teachers: A world of change. European Journal of Teacher Education, 32(1), 3-19. https://doi.org/10.1080/02619760802553022
  • Connelly, U., & James, C. (1998). Managing the school improvement journey: The role of continuing professional development. Journal of In‐Service Education, 24, 271-282.
  • Çiğdemoğlu, C., Tekeli, A. Ve Köse, F. (2019). Okul-dışı öğrenmeye yönelik öğretmen mesleki gelişim programından mentorlük desteği alan öğretmenin öğrencilerine yansıyan etkileri-Bir örnek olay çalışması. Kastamonu Eğitim Dergisi, 27(5), 2311-2330.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: a review of state policy evidence. Education Policy Analysis Archives. 8(1).
  • Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi delta kappan, 76(8), 597-604.
  • Darling-Hammond, L., Hyler, M.E. & Gardner, M. (2017). Effective teacher professional development. Palo, Alto, CA: Learning Policy Institute.
  • de Groot-Reuvekamp, M., Ros, A., & van Boxtel, C. (2018). A successful professional development program in history: What matters?. Teaching and Teacher Education, 75, 290-301. https://doi.org/10.1016/j.tate.2018.07.005
  • DeMonte, J. (2013). High-quality professional development for teachers: supporting teacher training to improve student learning. Center for American Progress, July. Retrieved 23 April 2020, from http://www.tapsystem.org/publications/tap-in-focuscenter-for-american-progress-high-quality-teacher-professional-development.pdf.
  • Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.
  • Desimone, L. M. (2011). A primer on effective professional development. Phi Delta Kappan, 92(6), 68-71. https://doi.org/10.1177/003172171109200616
  • Desimone, L. M., Porter, A. C., Garet, 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.
  • Eroğlu, M. ve Özbek, R. (2020). Etkili öğretmenlerin mesleki gelişimi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 1(37), 73-92.
  • Edwards, A. R., Sandoval, C., & McNamara, H. (2015). Designing for improvement in professional development for community college developmental mathematics faculty. Journal of Teacher Education, 66(5), 466-481.
  • Evans, L. (2014). Leadership for professional development and learning: enhancing our understanding of how teachers develop. Cambridge Journal of Education, 44(2), 179-198. https://doi.org/10.1080/0305764X.2013.860083
  • Eyecisoy H. O. (2014). Sosyal bilgiler öğretmenlerinin, hizmet içi eğitim programlarına ilişkin görüşleri (Denizli İli Örneği). Yayınlanmamış Yüksek Lisans Tezi, Pamukkale Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American educational research journal, 38(4), 915-945.
  • Goe, L., & Stickler L.M. (2008). Teacher quality and student achievement: making the most of recent research. Washington, D.C.: National Comprehensive Center for Teacher Quality.
  • Gomez, K., Gomez, L. M., Rodela, K. C., Horton, E. S., Cunningham, J., & Ambrocio, R. (2015). Embedding language support in developmental mathematics lessons: Exploring the value of design as professional development for community college mathematics instructors. Journal of Teacher Education, 66(5), 450-465. https://doi.org/10.1177/0022487115602127
  • Glover, D., & Law, S. (2005). Managing professional development in education. London, UK: Routledge Falmer.
  • Guskey, T. (2002). Professional development and teacher change. Teachers and Teaching: theory and practice, 8, 381-391.
  • Günel, M., & Tanrıverdi, K. (2014). Dünya'da ve Türkiye'de hizmetiçi eğitimler: Kurumsal ve akademik hafıza (kayıpları) mız. Eğitim ve Bilim, 39(175).
  • Henderson, M. (2007). Sustaining online teacher professional development through community design. Campus-Wide Information Systems, 24(3), 162-173.
  • Higgins, J., & Parsons, R. (2009). A successful professional development model in mathematics: A system-wide New Zealand case. Journal of Teacher Education, 60(3), 231-242. https://doi.org/10.1177/0022487109336894
  • James, M., & McCormick, R. (2009). Teachers learning how to learn. Teaching and Teacher Education, 25(7), 973-982.
  • Keung, C.C. (2009). Cultivating communities of practice via learning study for enhancing teacher learning. Journal of Educational Policy, 6(1), 81-104.
  • Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387-405.
  • Korthagen, F. A. J., Kim, Y. M., & Greene, W. L. (Eds.). (2013). Teaching and learning from within: A core reflection approach to quality and inspiration in education. New York, NY: Routledge.
  • Kriek, J., & Grayson, D. (2009). A holistic professional development model for South African physical science. London: Prentice Hall.
  • Kulaz, E. (2013). İlkokul öğretmenlerinin kendilerine yönelik hizmetiçi eğitim uygulamalarının koşulları ve verimliliği hakkındaki görüşleri. Yayınlanmamış Yüksek Lisans Tezi, Yayınlanmamış Yüksek Lisans Tezi.
  • Lawrence, C. A., & Chong, W. H. (2010). Teacher collaborative learning through the lesson study: Identifying pathways for instructional success in a Singapore high school. Asia Pacific Education Review, 11(4), 565-572. https://doi.org/10.1007/s12564-010-9103-3
  • Macià, M., & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291-307. https://doi.org/10.1016/j.tate.2016.01.021
  • Merriam, S. B., (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: John Wiley & Sons.
  • Mitchell, R. (2013). What is professional development, how does it occur in individuals, and how may it be used by educational leaders and managers for the purpose of school improvement?. Professional Development in Education, 39(3), 387-400.
  • Neil, P., & Morgan, C. (2003). Continuing professional development for teachers. From introduction to senior management. London, UK: Kogan Page.
  • Opfer, V. D., & Pedder, D. (2011). The lost promise of teacher professional development in England. European Journal of Teacher Education, 34(1), 3-24. https://doi.org/10.1080/02619768.2010.534131
  • Postholm, M. B. (2012). Teachers’ professional development: a theoretical review. Educational Research, 54(4), 405-429. https://doi.org/10.1080/00131881.2012.734725
  • Quick, H. E., Holtzman, D. J., & Chaney, K. R. (2009). Professional development and instructional practice: Conceptions and evidence of effectiveness. Journal of Education for Students Placed at Risk, 14(1), 45-71.
  • Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. The American Economic Review, 94(2), 247-252.
  • Sales, A., Traver, J. A., & García, R. (2011). Action research as a school-based strategy in intercultural professional development for teachers. Teaching and Teacher Education, 27(5), 911-919. https://doi.org/10.1016/j.tate.2011.03.002
  • Soine, K. M., & Lumpe, A. (2014). Measuring characteristics of teacher professional development. Teacher Development, 18(3), 303-333. https://doi.org/10.1080/13664530.2014.911775
  • Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465.
  • Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.
  • TsoTeTsi, C. T., & Mahlomaholo, S. M. (2013). Teacher professional development programmes: what is missing?. Journal of Educational Studies, 12(1), 89-102.
  • Walter, C., & Briggs, J. (2012). What professional development makes the most difference to teachers. A report sponsored by Oxford University Press. Retrieved on July, 20, 2015.
  • Wang, F. Y. (2018). An expert EFL reading teacher’s readers club: reader identity and teacher professional development. European Journal of Teacher Education, 41(4), 517-528. https://doi.org/10.1080/02619768.2017.1416084
  • 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 U.S. and abroad. Dallas, TX: National Staff Development Council.
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How Teachers’ Professional Development was Examined in Turkey?

Year 2021, Volume: 8 Issue: 1, 339 - 354, 01.05.2021
https://doi.org/10.21666/muefd.847692

Abstract

Considering the teachers’ professional development, especially their knowledge, skills, and competencies are crucial to achieving the educational goals. The teachers’ professional development has been constantly the focus of many studies with different perspectives in the literature. This study is aimed to reveal a framework for the research of teachers’ professional development. For this reason, 98 postgraduate theses in the field of teacher training in Turkey are examined by employing a basic interpretive design one of the qualitative research methods. The research data coded by the two researchers. Afterward, the VOSviewer program is used to present the relationships and patterns between the results. Based on the research results, it found out that the theses frequently carried out to determine the situation, taking place in less than a week, and with a limited number of participants. Moreover, it is seen that the theses data were mostly collected with a questionnaire or a scale at the beginning of the process. The findings underline some limitations of teachers’ professional development studies in Turkey. In this regard, the teachers’ professional development should implement through in-depth practices, repeated and multidimensional measurements, and process designs including discussions, collaborations, monitoring, feedback, support, and dissemination.

References

  • Antoniou, P., & Kyriakides, L. (2013). A dynamic integrated approach to teacher professional development: Impact and sustainability of the effects on improving teacher behaviour and student outcomes. Teaching and Teacher Education, 29 (1), 1-12. https://doi.org/10.1016/j.tate.2012.08.001
  • Armour, K. M., & Yelling, M. R. (2004). Continuing professional development for experienced physical education teachers: Towards effective provision. Sport, education and society, 9(1), 95-114.
  • Arslan, H. (2013). Hizmetiçi eğitim kurslarının bilişim teknolojileri öğretmenlerinin mesleki ve kişisel gelişimine etkisi. Yayınlanmamış Yüksek Lisans Tezi. Necmettin Erbakan Üniversitesi/Eğitim Bilimleri Enstitüsü.
  • Atal, D. ve Sancar, R. (Basım Aşamasında). Öğretmenlerin Mesleki Gelişimlerine Odaklanan Araştırmalar Ne Söylüyor?. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, -(-).
  • Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10-20.
  • Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and instruction, 20(6), 533-548.
  • Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000). Designing professional development that works. Educational Leadership, 57(8), 28-33.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27.
  • Caena, F. (2011). Literature review quality in teachers’ continuing professional development. European Commission, 2-20.
  • Canaran, Ö., ve Mirici, İ. H. (2020). Öğretmenlerin mesleki gelişimi için yeni bir takım öğretimi modeli: Hizmet-içi İngilizce öğretmenleri üzerine bir durum çalışması. Eğitim ve Bilim, 45(201), 247-271.
  • Cobb, P., Zhao, Q., & Dean, C. (2009). Conducting design experiments to support teachers' learning: A reflection from the field. The Journal of the Learning Sciences, 18(2), 165-199.
  • Collinson, V., Kozina, E., Kate Lin, Y. H., Ling, L., Matheson, I., Newcombe, L., & Zogla, I. (2009). Professional development for teachers: A world of change. European Journal of Teacher Education, 32(1), 3-19. https://doi.org/10.1080/02619760802553022
  • Connelly, U., & James, C. (1998). Managing the school improvement journey: The role of continuing professional development. Journal of In‐Service Education, 24, 271-282.
  • Çiğdemoğlu, C., Tekeli, A. Ve Köse, F. (2019). Okul-dışı öğrenmeye yönelik öğretmen mesleki gelişim programından mentorlük desteği alan öğretmenin öğrencilerine yansıyan etkileri-Bir örnek olay çalışması. Kastamonu Eğitim Dergisi, 27(5), 2311-2330.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: a review of state policy evidence. Education Policy Analysis Archives. 8(1).
  • Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi delta kappan, 76(8), 597-604.
  • Darling-Hammond, L., Hyler, M.E. & Gardner, M. (2017). Effective teacher professional development. Palo, Alto, CA: Learning Policy Institute.
  • de Groot-Reuvekamp, M., Ros, A., & van Boxtel, C. (2018). A successful professional development program in history: What matters?. Teaching and Teacher Education, 75, 290-301. https://doi.org/10.1016/j.tate.2018.07.005
  • DeMonte, J. (2013). High-quality professional development for teachers: supporting teacher training to improve student learning. Center for American Progress, July. Retrieved 23 April 2020, from http://www.tapsystem.org/publications/tap-in-focuscenter-for-american-progress-high-quality-teacher-professional-development.pdf.
  • Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.
  • Desimone, L. M. (2011). A primer on effective professional development. Phi Delta Kappan, 92(6), 68-71. https://doi.org/10.1177/003172171109200616
  • Desimone, L. M., Porter, A. C., Garet, 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.
  • Eroğlu, M. ve Özbek, R. (2020). Etkili öğretmenlerin mesleki gelişimi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 1(37), 73-92.
  • Edwards, A. R., Sandoval, C., & McNamara, H. (2015). Designing for improvement in professional development for community college developmental mathematics faculty. Journal of Teacher Education, 66(5), 466-481.
  • Evans, L. (2014). Leadership for professional development and learning: enhancing our understanding of how teachers develop. Cambridge Journal of Education, 44(2), 179-198. https://doi.org/10.1080/0305764X.2013.860083
  • Eyecisoy H. O. (2014). Sosyal bilgiler öğretmenlerinin, hizmet içi eğitim programlarına ilişkin görüşleri (Denizli İli Örneği). Yayınlanmamış Yüksek Lisans Tezi, Pamukkale Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American educational research journal, 38(4), 915-945.
  • Goe, L., & Stickler L.M. (2008). Teacher quality and student achievement: making the most of recent research. Washington, D.C.: National Comprehensive Center for Teacher Quality.
  • Gomez, K., Gomez, L. M., Rodela, K. C., Horton, E. S., Cunningham, J., & Ambrocio, R. (2015). Embedding language support in developmental mathematics lessons: Exploring the value of design as professional development for community college mathematics instructors. Journal of Teacher Education, 66(5), 450-465. https://doi.org/10.1177/0022487115602127
  • Glover, D., & Law, S. (2005). Managing professional development in education. London, UK: Routledge Falmer.
  • Guskey, T. (2002). Professional development and teacher change. Teachers and Teaching: theory and practice, 8, 381-391.
  • Günel, M., & Tanrıverdi, K. (2014). Dünya'da ve Türkiye'de hizmetiçi eğitimler: Kurumsal ve akademik hafıza (kayıpları) mız. Eğitim ve Bilim, 39(175).
  • Henderson, M. (2007). Sustaining online teacher professional development through community design. Campus-Wide Information Systems, 24(3), 162-173.
  • Higgins, J., & Parsons, R. (2009). A successful professional development model in mathematics: A system-wide New Zealand case. Journal of Teacher Education, 60(3), 231-242. https://doi.org/10.1177/0022487109336894
  • James, M., & McCormick, R. (2009). Teachers learning how to learn. Teaching and Teacher Education, 25(7), 973-982.
  • Keung, C.C. (2009). Cultivating communities of practice via learning study for enhancing teacher learning. Journal of Educational Policy, 6(1), 81-104.
  • Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387-405.
  • Korthagen, F. A. J., Kim, Y. M., & Greene, W. L. (Eds.). (2013). Teaching and learning from within: A core reflection approach to quality and inspiration in education. New York, NY: Routledge.
  • Kriek, J., & Grayson, D. (2009). A holistic professional development model for South African physical science. London: Prentice Hall.
  • Kulaz, E. (2013). İlkokul öğretmenlerinin kendilerine yönelik hizmetiçi eğitim uygulamalarının koşulları ve verimliliği hakkındaki görüşleri. Yayınlanmamış Yüksek Lisans Tezi, Yayınlanmamış Yüksek Lisans Tezi.
  • Lawrence, C. A., & Chong, W. H. (2010). Teacher collaborative learning through the lesson study: Identifying pathways for instructional success in a Singapore high school. Asia Pacific Education Review, 11(4), 565-572. https://doi.org/10.1007/s12564-010-9103-3
  • Macià, M., & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291-307. https://doi.org/10.1016/j.tate.2016.01.021
  • Merriam, S. B., (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: John Wiley & Sons.
  • Mitchell, R. (2013). What is professional development, how does it occur in individuals, and how may it be used by educational leaders and managers for the purpose of school improvement?. Professional Development in Education, 39(3), 387-400.
  • Neil, P., & Morgan, C. (2003). Continuing professional development for teachers. From introduction to senior management. London, UK: Kogan Page.
  • Opfer, V. D., & Pedder, D. (2011). The lost promise of teacher professional development in England. European Journal of Teacher Education, 34(1), 3-24. https://doi.org/10.1080/02619768.2010.534131
  • Postholm, M. B. (2012). Teachers’ professional development: a theoretical review. Educational Research, 54(4), 405-429. https://doi.org/10.1080/00131881.2012.734725
  • Quick, H. E., Holtzman, D. J., & Chaney, K. R. (2009). Professional development and instructional practice: Conceptions and evidence of effectiveness. Journal of Education for Students Placed at Risk, 14(1), 45-71.
  • Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. The American Economic Review, 94(2), 247-252.
  • Sales, A., Traver, J. A., & García, R. (2011). Action research as a school-based strategy in intercultural professional development for teachers. Teaching and Teacher Education, 27(5), 911-919. https://doi.org/10.1016/j.tate.2011.03.002
  • Soine, K. M., & Lumpe, A. (2014). Measuring characteristics of teacher professional development. Teacher Development, 18(3), 303-333. https://doi.org/10.1080/13664530.2014.911775
  • Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465.
  • Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.
  • TsoTeTsi, C. T., & Mahlomaholo, S. M. (2013). Teacher professional development programmes: what is missing?. Journal of Educational Studies, 12(1), 89-102.
  • Walter, C., & Briggs, J. (2012). What professional development makes the most difference to teachers. A report sponsored by Oxford University Press. Retrieved on July, 20, 2015.
  • Wang, F. Y. (2018). An expert EFL reading teacher’s readers club: reader identity and teacher professional development. European Journal of Teacher Education, 41(4), 517-528. https://doi.org/10.1080/02619768.2017.1416084
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There are 59 citations in total.

Details

Primary Language Turkish
Journal Section Articles - Articles
Authors

Raziye Sancar 0000-0002-2875-9233

Deniz Atal 0000-0001-8030-9996

Publication Date May 1, 2021
Published in Issue Year 2021 Volume: 8 Issue: 1

Cite

APA Sancar, R., & Atal, D. (2021). Türkiye’de Öğretmenlerin Mesleki Gelişimi Nasıl Araştırılıyor?. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 339-354. https://doi.org/10.21666/muefd.847692