The portrait of Turkish EFL Teachers' Professional Development Perceptions: A literature review study

Yıl 2021, Cilt: 9 Sayı: 3, 93 - 109, 30.09.2021

Mehmet Şanverdi

https://doi.org/10.29228/ijlet.51614

Öz

This paper aims to provide a review of studies conducted on the professional development (PD) perceptions of EFL teachers in Turkey, focusing mainly on teachers' understanding of PD, type of practices, and hindering factors, the effect of experience, age, gender, institution type on PD. The study applied the Criterion Sampling method, one of the Purposive Sampling methods, to select the articles to be reviewed. Studies meeting the criteria were examined and it was concluded that EFL teachers in Turkey have mostly positive perceptions towards Professional Development while some have negative perceptions and misperceptions of it. It is also revealed that experience and age factors make a difference not in perceptions but in preference of practice types; that women are more inclined than men and teachers in private institutions are more interested than those in public schools.

Anahtar Kelimeler

Turkish EFL teachers, professional development, perceptions, teacher education

Türkiye’deki İngilizce Öğretmenlerinin Mesleki Gelişim Algılarının Portresi: Bir Literatür Taraması

Öz

Bu makale, Türkiye'deki İngilizceyi yabancı dil olarak öğreten öğretmenlerin mesleki gelişim algıları üzerine yapılan çalışmaların gözden geçirilmesini amaçlayarak, öğretmenlerin mesleki gelişim anlayışları, uygulama türleri ve engelleyici faktörler, deneyim, yaş, cinsiyet ve kurum türünün mesleki gelişim üzerindeki etkisini ortaya çıkarmayı hedeflemiştir. Çalışmada, incelenecek makaleleri seçmek için Amaçlı Örnekleme yöntemlerinden biri olan Ölçüt Örnekleme yöntemi uygulanmıştır. Ölçütleri karşılayan araştırmalar incelenmiş ve Türkiye'deki İngilizce öğretmenlerinin Mesleki Gelişime yönelik çoğunlukla olumlu algılara sahip oldukları, bazılarının ise olumsuz ve yanlış algılara sahip oldukları sonucuna varılmıştır. Deneyim ve yaş faktörlerinin algılarda değil, uygulama türlerinin tercihinde fark yarattığı; mesleki gelişim programlarına katılım konusunda kadın öğretmenlerin erkek öğretmenlerden daha istekli olduğu ve özel kurumlardaki öğretmenlerin devlet okullarındaki öğretmenlere göre daha fazla ilgili olduğu ortaya çıkmıştır.

Anahtar Kelimeler

Türkiye’deki İngilizce öğretmenleri, mesleki gelişim, algılar, öğretmen eğitimi

Kaynakça

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