Bir Öğretmen Mesleki Gelişim Modeli: Üniversite-Okul Ortaklığı

Year 2018, Volume: 3 Issue: 2, 76 - 98, 30.12.2018

Ayşen Bakioğlu Aylin Kirişçi Sarıkaya

Abstract

In university-school partnerships, universities and schools which can come together for many different purposes, decide to work together as equal partners, often share physical resources and budget, and take decisions about human resources and management jointly. Official agreements or protocols specifying the objectives and the status of the start-up process are characteristics of these partnerships. The purpose of this study, which was conducted with the stakeholders -teachers, candidate teachers, lecturers and executives- of a partnership of a foundation university with a state secondary school and a foundation secondary school, is to analyze the professional development of both in-service and candidate teachers in depth and detailed. According to the findings of the study carried out using the phenomenology research design, 41 participants from 4 different groups which are teachers, candidate teachers, faculty members and administrators, noted that the university-school partnership model contributed considerably to the professional development of candidate teachers. While a small number of participants indicated positive contributions of university-school partnership on in-service teachers’ professional development, there are opinions such as this is not the aim of the partnership or there is no systematic situation. As a result of the study, recommendations were written in order to provide the contribution of the university-school partnerships to teacher professional development.

Keywords

University-school partnership, professional development, candidate teacher, in-service teacher.

References

• The article references can be accessed from the .pdf file.