Professional Development and Its Documentation In Early Childhood Education: Teacher Portfolio

Yıl 2022, Cilt: 6 Sayı: 1, 56 - 77, 10.02.2022

Ramle Gül Hazar , Arif Yılmaz

https://doi.org/10.34056/aujef.939703

Cited By: 1

Öz

Considering the importance of teacher professional development in meeting the expectations regarding the quality of education, it is thought that it is necessary to examine the approaches regarding the effectiveness of teacher professional development and the tools that will support the development. Professional development in early childhood education requires teachers to develop domain-specific competencies such as knowledge of child development and communicating effectively with children and parents. The quality of early childhood education depends on educators' effective professional development work to improve their professional competence.While the literature consider traditional professional development activities as far from being effective, it focuses on the qualities of effective professional development studies that address the needs of teachers and lead to changes in their classroom. In this respect, it is stated that effective professional development studies should be research-based, focus on learner outputs, offer collaboration opportunities, include school-based practices, involve teachers in decision-making processes, have personal and context-specific content, and be based on adult education principles. Effective professional development studies support teachers to develop their metacognitive knowledge and position them in an active role by ensuring that they take responsibility for their own professional progress. The teacher portfolio emerges as a professional development tool that lays the groundwork for the specified dimensions of effective professional development, and offers opportunities to define and manage the professional development process, improve teaching, conduct performance evaluation, conduct action research, and demonstrate the level of meeting professional competencies. Developing a teacher portfolio as an effective tool to support early childhood educators to take an active role in their professional development will strengthen their professional professional competence. The aim of this study is to address teacher professional development in early childhood education in the context of effective professional development and to examine the teacher portfolio as a professional development tool. This study was prepared in review type by referring to the relevant literature and scanning the emphasis on teacher professional development and documentation. In this review study effective professional development principles for teacher professional development in early childhood education have been examined, and the role of the teacher portfolio as a professional development tool has been evaluated in line with these principles. In addition, the process of developing a teacher portfolio for early childhood educators and its use in pre-service and in-service professional development are explained.

Anahtar Kelimeler

early childhood education, teacher professional development, teacher portfolio

Erken Çocukluk Eğitiminde Mesleki Gelişim ve Dokümantasyonu: Öğretmen Portfolyosu

Öz

Eğitim kalitesine ilişkin beklentileri karşılamada öğretmen mesleki gelişiminin önemi dikkate alındığında, öğretmen mesleki gelişiminin etkililiğine ilişkin yaklaşımların ve gelişimi destekleyecek araçların irdelenmesinin gerekli olduğu düşünülmektedir. Erken çocukluk eğitiminde mesleki gelişim, öğretmenlerin çocuk gelişimi bilgisi, çocuklar ve ebeveynlerle etkili iletişim kurma gibi alana özgü yeterlilikleri geliştirmelerini gerektirir. Erken çocukluk eğitiminin kalitesi, eğitimcilerinin mesleki yeterliliklerini geliştirmek üzere etkili mesleki gelişim çalışmaları gerçekleştirmelerine bağlıdır. Alanyazın geleneksel mesleki gelişim çalışmalarını etkililikten uzak olarak değerlendirirken, öğretmenlerin ihtiyaçlarına hitap eden ve sınıflarında değişikliklere yol açacak etkili mesleki gelişim çalışmalarının niteliklerine odaklanmıştır. Bu doğrultuda, etkili mesleki gelişim çalışmalarının araştırma temelli olması, öğrenen çıktılarına odaklanması, iş birliği fırsatları sunması, okul temelli uygulamalar içermesi, öğretmenlerin karar verme süreçlerine dahil olması, kişiye ve bağlama özgü içeriğe sahip olması ve yetişkin eğitimi prensiplerine dayanması gerektiği belirtilmektedir. Etkili mesleki gelişim çalışmaları, öğretmenlerin üstbilişsel bilgi geliştirmelerini destekler ve kendi mesleki ilerlemelerine ilişkin sorumluluk almalarını sağlayarak onları aktif bir rolde konumlandırır. Öğretmen portfolyosu, etkili mesleki gelişimin belirtilen boyutlarına zemin oluşturan bir mesleki gelişim aracı olarak karşımıza çıkmaktadır ve mesleki gelişim sürecini tanımlama ve yönetme, öğretimi geliştirme, performans değerlendirmesi, eylem araştırmaları yürütme ve mesleki yeterlikleri karşılama düzeyini gösterme için olanaklar sunar. Erken çocukluk eğitimcilerinin kendi mesleki gelişimlerinde aktif bir rol almalarını destekleyecek etkili bir araç olarak öğretmen portfolyosu geliştirmeleri, mesleki mesleki yeterliliklerini güçlendirecektir. Bu çalışmanın amacı, erken çocukluk eğitiminde öğretmen mesleki gelişimini, etkili mesleki gelişim bağlamında ele almak ve bir mesleki gelişim aracı olarak öğretmen portfolyosunu incelemektir. Bu çalışma, ilgili alanyazına başvurularak ve öğretmen mesleki gelişimi ile dokümantasyonuna ilişkin alanyazın ve bu konuda yapılan çalışmalar taranarak derleme türünde hazırlanmıştır. Bu derleme çalışmasında, erken çocukluk eğitiminde öğretmen mesleki gelişimi için etkili mesleki gelişim ilkeleri incelenmiş, söz konusu ilkeler doğrultusunda mesleki gelişim aracı olarak öğretmen portfolyosunun rolü değerlendirilmiştir. Ayrıca erken çocukluk eğitimcileri için öğretmen portfolyosu geliştirme süreci ile hizmet öncesi ve hizmet içi mesleki gelişimde kullanımı açıklanmıştır.

Anahtar Kelimeler

erken çocukluk eğitimi, öğretmen mesleki gelişimi, öğretmen portfolyosu

Kaynakça

• Aras, S. (2019). Action research and teacher portfolio as two strong teacher-led professional development designs. P. D. Keough (Ed.), Overcoming Current Challenges in the P-12 Teaching Profession (ss. 51-71) içinde. IGI Global. https://doi.org/10.4018/978-1-7998-1177-0
• Borko, H. (2004). Professional development and teacher learning: mapping the terrain. Educational Researcher, 33(8), 3-15.
• Buldu, M., & Üstebay Aras, S. (2014). Öğretmen mesleki gelişimi planlaması ve dokümantasyonu. Öğretmen Dünyası, 414, 22-25.
• Bullock, A.A., & Hawk, P.P. (2010). Developing a teaching portfolio: a guide for preservice and practicing teachers (3. Baskı). Pearson.
• Campbell, D.M., Melenyzer, B.J., Nettles, D.H., & Wyman, R.M. (2014). How to develop a professional portfolio / a manual for teachers. Pearson.
• Chetcuti, D., Buhagiar, M. A., & Cardona, A. (2011). The professional development portfolio: Learning through reflection in the first year of teaching. Reflective Practice, 12(1), 61-72.
• Costantino, P.M., & De Lorenzo, M.N., (2009). Developing a professional teaching portfolio / a guide for success (3. Baskı). Pearson.
• Creemers, B., Kyriakides, L., & Antoniou, P., (2013). Teacher professional development for ımproving quality of teaching. Springer. https://doi.org/10.1007/978- 94-007-5207-8
• Darling Hammond, L., & McLaughlin, M. W. (2011). Policies that support professional development in an era of reform. Kappan Classic, 92(6), 81-92.
• Darling Hammond, L., Hyler, M.E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
• Desimone, L. M. (2009). Improving ımpact studies of teachers' professional development: toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.
• Dınham, S., & Scott, C. (2003). Benefits to teachers of the professional learning portfolio: a case study. Teacher Development, 7(2), 229-244.
• Diaz-Maggioli, G. (2004). Teacher-centered professional development. Association for Supervision and Curriculum Development – ASCD.
• Elliott, B. (2002). Measuring performance the early childhood educator in practice. Delmar Thomson Learning.
• Evans, L. (2002). What is teacher development. Oxford Review of Education, 28(1), 123-137.
• Foster, B.L., Walker, M. L., & Song, K. H. (2007). A beginning teaching portfolio handbook: documenting and reflecting on your professional growth and abilities. Pearson.
• Friedman, D.L. (2012). Creating and presenting an early childhood education portfolio: a reflective approach. Wadsworth Cengage Learning.
• Garcia, M., Sanchez, V., & Escudero, I. (2006). Learning through reflection in mathematics teacher education. Educational Studies In Mathematics, 64, 1-17.
• Gelfer, J. I., Xu, Y., & Perkins, P. G. (2004). Developing portfolios to evaluate teacher performance in early childhood education. Early Childhood Education Journal, 32(2), 127-132.
• Goodfellow, J. (2004). Documenting professional practice through the use of a professional portfolio. Early Years, 24(1), 63-74.
• Griffith, P. L., Ruan, J., Stepp, J., & Kimmel, S. J. (2014). The design and implementation of effective professional development in elementary and early childhood settings. L. E. Martin, S. Kragler, D. J. Quatroche, & K. L. Bauserman (Ed.), Handbook of Professional Development in Education /Successful Models and Practices, PreK – 12 (s. 189-204) içinde . The Guilford Press.
• Guskey, T.R. (2000). Evaluating professional development. Corwin Press.
• Guskey, T.R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748-750.
• InTASC, (2013). InTASC model core teaching standards and learning progressions for teachers 1.0. CCSSO-Council of Chief State School Officers.
• Janssen, S., Kreijns, K., Bastiaens, T., Stijen,S., & Vermeulen, M. (2012). Teachers’ professional development: an analysis of the use of professional development plans in a Dutch school. Professional Development in Education, 38(3), 453-469.
• Jones, M., & Shelton, M., (2011). Developing your portfolio: enhancing your learning and showing your stuff. A guide for the early childhood student or professional (2. Baskı). Routledge.
• Kaplan, M. (1999). The teaching portfolio. Center for Research on Learning and Teaching Occaional Papers. Lieberman, A. (1995). Practices that support professional development: transforming conceptions of professional learning. Phi Delta Kappan, 76, 591-596.
• Louws, M. L., Meirink, J. A., Veen, K., & Driel, J. H. (2018). Understanding teachers’ professional learning goals from their current professional concerns. Teachers and Teaching: Theory and Practice, 24(1), 63-80.
• Martinez-Beck, I., & Zaslow, M. (2006). The context for critical issues in early childhood professional development. M. Zaslow, & I. Martinez-Beck (Ed.), Critical Issues in Early Childhood Professional Development (s. 1-17) içinde. Paul H Brookes Publishing Co.
• MEB (2017). Öğretmenlik mesleği genel yeterlikleri.
• Mraz, M., & Kıssel, B. (2014). Professional development in early childhood education: models and recommendations. L. E. Martin, S. Kragler, D. J. Quatroche, & K. L. Bauserman (Ed.), Handbook of Professional Development in Education/Successful Models and Practices, PreK – 12 (s. 174-188) içinde . The Guilford Press.
• MSF Ministry of Social and Family Development (t.y.). Achieving excellence through continuing professional development: a CPD framework for early childhood educators.
• NAEYC, (2011). 2010 NAEYC standards for initial & advanced early childhood professional preparation programs.
• NAEYC & NACCRRA (2011). Early childhood education professional development training and technical assisstance glossary.
• NBPTS (2012). National board for professional teaching standards early childhood generalist standards (3. Baskı).
• North Carolina Institute (2001). Planning for professional development in child care: a guide to best practices and resources.
• Patton, K., Parker, M., & Tannehill, D. (2015). Helping teachers help themselves: professional development that makes a difference. NASSP Bulletin, 99(1), 26-42.
• Paul, M., (2004). Teaching and learning portfolios: thoughtfully presentıng yourself for a successful faculty career a guidebook. Delta Integrating Research, Teaching, and Learning.
• Peeters, J., Backer, F. D., Reina, V.R., Kindekens, A., Buffel, T., & Lombaerts, K. (2014). The role of teachers’ self-regulatory capacities ın the implementation of self-regulated learning practices. Social and Behavioral Sciences, 116, 1963-1970.
• Ross, J. A., & Bruce, C. D. (2007). Teacher self-assessment: a mechanism for facilitating professional growth. Teaching and Teacher Education, 23, 146-159.
• Seldin, P., Miller, J. E., & Seldin, C. A. (2010). The teaching portfolio: a practical guide to improved performance and promotion / tenure decisions. Jossey – Bass.
• Sheridan, S.M., Edwards, C.P., Marvin, C.A., & Knoche, L.L. (2009). Professional development in early childhood programs: process issues and research needs. Early Education and Development, 20(3), 377-401.
• Smith, K., & Tilemma, H. (2010). Long-term influences of portfolios on professional development. Scandinavian Journal of Educational Research, 45 (2), 183-203.
• Stacy, M. (2013). Teacher-led professional development: empowering teachers as self-advocates. The Georgia Social Studies Journal, 3(1), 40-49.
• Sugarman, N. (2011). Putting yourself in action individual professional development plans. Young Children, 66(3), 27-33.
• Sultana, R.G. (2009). Competence and competence frameworks in career guidance: complex and contested concepts. International Journal for Educational and Vocational Guidance, 9, 15-30.
• Swim, T.J., & Isik Ercan, Z. (2013). Dispositional development as a form of continuous professional development: Centre-based reflective practices with teacher of (very) young children. Early Years, 33(2), 172-185.
• Tucker, P., Stronge, J., & Gareis,C. (2002). Handbook on teacher portfolios for evaluation and professional development. Eye on Education.
• Van Eekelen I.M., Boshuizen, H.P.A., & Vermunt, J.D. (2005). Self regulation in higher education teacher learning. Higher Education, 50, 447-471.
• Villegas-Reimers E. (2003). Teacher professional development: an ınternational review of the literature. UNESCO International Institute for Educational Planning.
• Youngs, P., & Lane, J. (2014). Involving teachers in their own professional development. L. E. Martin, S. Kragler, D. J. Quatroche, & K. L. Bauserman (Ed.), Handbook of Professional Development in Education /Successful Models and Practices, PreK – 12 (s. 284-303) içinde . The Guilford Press.
• Zaslow, M., Tout, K., Halle, T., Whittaker, J.V., & Lavelle, B. (2010). Toward the identification of features of effective professional development for early childhood educators: literature review. U.S. Department of Education Office of Planning, Evaluation and Policy Development Policy and Program Studies Service.
• Wells, M. (2014). Elements of effective and sustainable professional learning. Professional Development in Education, 40(3), 488-504.
• Westhuizen, G.J., & Smith, K. (2000). Teachers’ portfolio reflections: a comparative analysis. Teacher Development, 4(3), 339-352.
• Wiltz, N. W., Daniels, J., Skelley, H.A., Cawley, H.S., & Watson-Thompson, O. (2013). Developing and presenting a professional portfolio in early childhood education. Pearson.
• Wray, S. (2004). Navigating the portfolio process within a teacher learning community. [Yayımlanmamış Doktora Tezi]. Universıty Of Wisconsin-Madison.