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Teachers’ Beliefs on Professional Learning

Yıl 2019, Cilt: 34 Sayı: 4, 915 - 925, 31.10.2019

Öz

There has recently been an increasing interest in teacher learning, opportunities available for professional development of teachers, and teachers’ beliefs regarding professional learning. This study aims to review the literature on what and how language teachers learn through professional learning experiences, what beliefs they hold about the learning experiences they are involved in, and the contribution of professional learning experiences to classroom practice. Following the thematic review of studies on the acquisition of professional knowledge, the scope of professional knowledge, beliefs on professional learning experiences and the impact of learning experiences on classroom practice, the study reveals the results of the exploratory case study carried out with four English language teachers at a public university in Turkey. The results point to the settings for teacher learning, types of learning experiences in the early and recent years in the profession, beliefs on teacher learning and the contribution of that learning to practice.

Kaynakça

  • Ball, D. L. (1996). Teacher learning and the mathematics reforms: What do we think we know and what do we need to learn? Phi Delta Kappan, 77(7), 500-508.
  • Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. D. Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience and school. Washington, D.C.: National Academy Press.
  • Büyükyavuz, O. (2013). Professional development for Turkish teachers of English: Is it a must or luxury?. Procedia-Social and Behavioral Sciences, 89, 363-367.
  • Çelik, S., Bayraktar-Çepni, S., & İlyas, H. (2012). The need for ongoing professional development: Perspectives of Turkish university-level EFL instructors. Procedia-Social and Behavioral Sciences. 70, 1860-1871.
  • Darling-Hammond, L. & McLaughlin, M.W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
  • Dewey, J. (1964). The relation of theory to practice in education. In R. D. Archambault (Ed.), John Dewey on education: Selected writings (pp. 313-338). Chicago: University of Chicago Press.
  • Feiman-Nemser, S. (1983). Learning to teach. In L. Shulman & G. Skes (Eds.), Handbook on teaching and policy, (pp. 150-170). New York: Longman, Inc.
  • Feiman-Nemser, S., & Floden, R. E. (1986). The cultures of teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 505-526). New York: Macmillan.
  • Golombek, P. (2009). Personal practical knowledge in L2 teacher education. In Burns, A. & Richards, J.C. (Ed). The Cambridge guide to second language teacher education (pp. 155-162). New York: Cambridge University Press.
  • Huang, Y. (2010). Taiwanese teachers’ beliefs about professional growth in Shin-Ju district. International Journal of Education, 2(2), 1-29. doi: 10.5296/ije.v2i2.545
  • Karaaslan, A. D. (2003). Teachers’ perceptions of self-initiated professional development: A case study on Başkent University English language teachers. Unpublished master’s thesis. Middle East Technical University, Graduate School of Social Sciences, Ankara.
  • Kennedy, M. M. (1991). Some surprising findings on how teachers learn to teach. Educational Leadership, 49(3), 14-17.
  • Korkmazgil, S. & Seferoglu, G. (2013). Exploring non-native English teachers’ professional development practices. Boğaziçi University Journal of Education, 30(1), 1-9.
  • Little, J. W. (1993). Teacher professional development in a climate of educational reform. Educational Education and Policy Analysis, 15(2), 129-151.
  • Little, J. W. (2002). Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday practice. Teaching and Teacher Education, 18(8), 917-946. doi: 10.1016/S0742-051X(02)00052-5
  • Little, J. W., Gearhart, M., Curry, M., & Kafka, J. (2003). Looking at student work for teacher learning, teacher community, and school re- form. Phi Delta Kappan, 85(3), 185-192. doi: 10.1177/003172170308500305
  • McLaughlin, M. W., & Marsh, D. D. (1978). Staff development and school change. Teachers College Record, 80(1), 69-94.
  • Mohamed, N. (2006). An exploratory study of the interplay between teachers’ beliefs, instructional practices & Professional development. Unpublished doctoral dissertation. The University of Auckland. [Available online at https://researchspace.auckland.ac.nz/bitstream/handle/2292/311/02whole.pdf?sequence=9], Retrieved on May 2, 2018.
  • Munoz, D.P. (2007). Exploring five Mexican English language teachers’ perceptions of their professional development and its relation to autonomy. ELTED, 10, 1-12.
  • Oliver, P. (2011). Purposive Sampling. In Jupp, V. (Ed). The SAGE Dictionary of Social Research Methods (p.245). London: Sage Publications Ltd.
  • Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers. Cambridge: Cambridge University Press.
  • Rosenholtz, S. J. (1985). Effective schools: Interpreting the evidence. American Journal of Education, 93, 352-3.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
  • Singh, G., & Richards, J.C. (2009). Teaching and learning in the course room. In Burns, A. & Richards, J.C. (Ed). The Cambridge guide to second language teacher education (pp.201-208). New York: Cambridge University Press.
  • Smylie, M. (1989). Teachers' views of the effectiveness of sources of learning to teach. The Elementary School Journal, 89(5), 543-558.
  • Timperley, H. (2008). Teacher professional learning and development: focus on valued student outcomes. Wellington, New Zealand: Ministry of Education.
  • Wasley, P. (1991). Teachers who lead: The rhetoric of reform and the realities of practice. New York: Teachers College Press.
  • Whitford, B. L. (1994). Permission, persistence, and resistance: Linking high school restructuring with teacher education reform. In Darling-Hammond (Ed.), Professional development schools: Schools for developing a profession (pp. 74-97). New York: Teachers College Press.
  • Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad and P. D. Pearson (Ed.), Review of Research in Education, 24, 173-209.
  • Wilson, S., Shulman, L., & Richert, A. (1987). "150 different ways of knowing": Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 104-123). Eastbourne, England: Cassell.
  • Zheng, H. (2009). A review of research on EFL pre-Service teachers’ beliefs and practices. Journal of Cambridge Studies, 4(1), 73-81.

Teachers’ Beliefs on Professional Learning

Yıl 2019, Cilt: 34 Sayı: 4, 915 - 925, 31.10.2019

Öz

There has recently been an increasing interest in teacher learning, opportunities available for professional development of teachers, and teachers’ beliefs regarding professional learning. This study aims to review the literature on what and how language teachers learn through professional learning experiences, what beliefs they hold about the learning experiences they are involved in, and the contribution of professional learning experiences to classroom practice. Following the thematic review of studies on the acquisition of professional knowledge, the scope of professional knowledge, beliefs on professional learning experiences and the impact of learning experiences on classroom practice, the study reveals the results of the exploratory case study carried out with four English language teachers at a public university in Turkey. The results point to the settings for teacher learning, types of learning experiences in the early and recent years in the profession, beliefs on teacher learning and the contribution of that learning to practice.

Kaynakça

  • Ball, D. L. (1996). Teacher learning and the mathematics reforms: What do we think we know and what do we need to learn? Phi Delta Kappan, 77(7), 500-508.
  • Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. D. Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience and school. Washington, D.C.: National Academy Press.
  • Büyükyavuz, O. (2013). Professional development for Turkish teachers of English: Is it a must or luxury?. Procedia-Social and Behavioral Sciences, 89, 363-367.
  • Çelik, S., Bayraktar-Çepni, S., & İlyas, H. (2012). The need for ongoing professional development: Perspectives of Turkish university-level EFL instructors. Procedia-Social and Behavioral Sciences. 70, 1860-1871.
  • Darling-Hammond, L. & McLaughlin, M.W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
  • Dewey, J. (1964). The relation of theory to practice in education. In R. D. Archambault (Ed.), John Dewey on education: Selected writings (pp. 313-338). Chicago: University of Chicago Press.
  • Feiman-Nemser, S. (1983). Learning to teach. In L. Shulman & G. Skes (Eds.), Handbook on teaching and policy, (pp. 150-170). New York: Longman, Inc.
  • Feiman-Nemser, S., & Floden, R. E. (1986). The cultures of teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 505-526). New York: Macmillan.
  • Golombek, P. (2009). Personal practical knowledge in L2 teacher education. In Burns, A. & Richards, J.C. (Ed). The Cambridge guide to second language teacher education (pp. 155-162). New York: Cambridge University Press.
  • Huang, Y. (2010). Taiwanese teachers’ beliefs about professional growth in Shin-Ju district. International Journal of Education, 2(2), 1-29. doi: 10.5296/ije.v2i2.545
  • Karaaslan, A. D. (2003). Teachers’ perceptions of self-initiated professional development: A case study on Başkent University English language teachers. Unpublished master’s thesis. Middle East Technical University, Graduate School of Social Sciences, Ankara.
  • Kennedy, M. M. (1991). Some surprising findings on how teachers learn to teach. Educational Leadership, 49(3), 14-17.
  • Korkmazgil, S. & Seferoglu, G. (2013). Exploring non-native English teachers’ professional development practices. Boğaziçi University Journal of Education, 30(1), 1-9.
  • Little, J. W. (1993). Teacher professional development in a climate of educational reform. Educational Education and Policy Analysis, 15(2), 129-151.
  • Little, J. W. (2002). Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday practice. Teaching and Teacher Education, 18(8), 917-946. doi: 10.1016/S0742-051X(02)00052-5
  • Little, J. W., Gearhart, M., Curry, M., & Kafka, J. (2003). Looking at student work for teacher learning, teacher community, and school re- form. Phi Delta Kappan, 85(3), 185-192. doi: 10.1177/003172170308500305
  • McLaughlin, M. W., & Marsh, D. D. (1978). Staff development and school change. Teachers College Record, 80(1), 69-94.
  • Mohamed, N. (2006). An exploratory study of the interplay between teachers’ beliefs, instructional practices & Professional development. Unpublished doctoral dissertation. The University of Auckland. [Available online at https://researchspace.auckland.ac.nz/bitstream/handle/2292/311/02whole.pdf?sequence=9], Retrieved on May 2, 2018.
  • Munoz, D.P. (2007). Exploring five Mexican English language teachers’ perceptions of their professional development and its relation to autonomy. ELTED, 10, 1-12.
  • Oliver, P. (2011). Purposive Sampling. In Jupp, V. (Ed). The SAGE Dictionary of Social Research Methods (p.245). London: Sage Publications Ltd.
  • Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers. Cambridge: Cambridge University Press.
  • Rosenholtz, S. J. (1985). Effective schools: Interpreting the evidence. American Journal of Education, 93, 352-3.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
  • Singh, G., & Richards, J.C. (2009). Teaching and learning in the course room. In Burns, A. & Richards, J.C. (Ed). The Cambridge guide to second language teacher education (pp.201-208). New York: Cambridge University Press.
  • Smylie, M. (1989). Teachers' views of the effectiveness of sources of learning to teach. The Elementary School Journal, 89(5), 543-558.
  • Timperley, H. (2008). Teacher professional learning and development: focus on valued student outcomes. Wellington, New Zealand: Ministry of Education.
  • Wasley, P. (1991). Teachers who lead: The rhetoric of reform and the realities of practice. New York: Teachers College Press.
  • Whitford, B. L. (1994). Permission, persistence, and resistance: Linking high school restructuring with teacher education reform. In Darling-Hammond (Ed.), Professional development schools: Schools for developing a profession (pp. 74-97). New York: Teachers College Press.
  • Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad and P. D. Pearson (Ed.), Review of Research in Education, 24, 173-209.
  • Wilson, S., Shulman, L., & Richert, A. (1987). "150 different ways of knowing": Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 104-123). Eastbourne, England: Cassell.
  • Zheng, H. (2009). A review of research on EFL pre-Service teachers’ beliefs and practices. Journal of Cambridge Studies, 4(1), 73-81.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Deniz Saydam Bu kişi benim 0000-0002-3588-733X

Yayımlanma Tarihi 31 Ekim 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 34 Sayı: 4

Kaynak Göster

APA Saydam, D. (2019). Teachers’ Beliefs on Professional Learning. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(4), 915-925.