Reflective CPD in Higher Education: A Pilot Study of the Progress Evaluation Practice (PEP)

Öz

This study reports the initial implementation of broader research on the efficacy of a newly designed continuous professional development practice for EFL instructors called Progress Evaluation Practice (PEP). The program aims to foster instructors' professional growth and improve the learning environment. A state university hosted the pilot implementation of the study which followed a qualitative, quasi-experimental design. Six instructors were selected purposely on a voluntary basis. Four of them collaborated with one another, and two mentors accompanied them at different phases of the practice. Qualitative data were gathered through interviews, focus and peer group meetings, and various forms, including self-reflection, classroom observation, and overall performance. After thematic analysis and descriptive statistic results, the outcomes indicated that PEP was valued by the participants for its contribution to ongoing professional development since it provided learning opportunities, encouraged collaboration and support, enhanced self-awareness, and enabled adaptation. These findings suggest that PEP, as a reflective, discipline-agnostic practice aligned with generic CPD principles, helps institutions strengthen and sustain teacher development across diverse educational contexts.

Anahtar Kelimeler

• teacher education
• continuous professional development
• reflective practice
• EFL instructors
• higher education

Etik Beyan

I declare that all processes of this study comply with research and publication ethics, and that ethical rules and scientific citation principles have been followed.

Teşekkür

The authors would like to thank the instructors and students of Hacettepe University School of Foreign Languages for their voluntary participation and valuable contributions throughout the study.

Yükseköğretimde Yansıtıcı Hizmet İçi Eğitim: Gelişim Değerlendirme Uygulaması (PEP) Üzerine Pilot Bir Çalışma

Öz

Bu çalışma, yabancı dil öğretmenleri için yeni tasarlanan ve sürekli mesleki gelişim uygulaması olan Gelişim Değerlendirme Uygulaması'nın (PEP) etkinliği üzerine yapılan daha geniş kapsamlı bir araştırmanın ilk uygulamasını rapor etmektedir. Programın amacı, eğitmenlerin mesleki gelişimini desteklemek ve öğrenme ortamını iyileştirmektir. Çalışmanın pilot uygulaması, nitel ve yarı-deneysel bir araştırma deseni benimsenerek bir devlet üniversitesinde yürütülmüştür. Altı eğitmen gönüllülük esasına göre bilinçli olarak seçilmiştir. Bu eğitmenlerden dördü, birbirleriyle işbirliği yapmış ve iki mentor sürecinin farklı aşamalarında onlara eşlik etmiştir. Nitel veriler, görüşmeler, odak ve akran grup toplantıları ile öz-yansıtma, sınıf gözlemi ve genel performans değerlendirmesini içeren çeşitli formlar aracılığıyla toplanmıştır. Tematik analiz ve betimsel istatistik sonuçlarının ardından elde edlen bulgular, katılımcıların PEP'i öğrenme fırsatları sağlaması, işbirliğini ve desteği teşvik etmesi, öz farkındalığı artırması ve uyumu kolaylaştırması nedeniyle sürekli mesleki gelişime katkısı açısından değerli bulduklarını göstermiştir. Bu bulgular, PEP'in, genel mesleki gelişim ilkeleriyle uyumlu, yansıtıcı ve disiplinler arası bir uygulama olarak, kurumların çeşitli eğitim bağlamlarında öğretmen gelişimini güçlendirmesine ve sürdürmesine yardımcı olduğunu göstermektedir.

Anahtar Kelimeler

• öğretmen eğitimi
• sürekli mesleki gelişim
• yansıtıcı uygulama
• İngilizce öğretmeni
• yükseköğretim

Etik Beyan

Çalışmanın tüm süreçlerinin araştırma ve yayın etiğine uygun olduğunu, etik kurallara ve bilimsel atıf gösterme ilkelerine uyulduğunu beyan ederim.

Teşekkür

Çalışma boyunca gönüllü katılımları ve değerli katkıları için Hacettepe Üniversitesi Yabancı Diller Yüksekokulu öğretim üyelerine ve öğrencilerine teşekkür ederiz.

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