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Mesleki Gelişim: Öğrenen olarak Öğretmen Eğitimcileri

Yıl 2015, , 574 - 592, 14.04.2015
https://doi.org/10.17051/io.2015.10038

Öz

Bu çalışma öğretmen eğitimcilerinin mesleki gelişimlerinin çerçevesini çizmektedir. Daha özel olarak öğretmen eğitimcilerinin mesleki gelişime bakışları ve tanımları, katıldıkları mesleki gelişim etkinlikleri, mesleki gelişime yönelik destekler ve engeller incelenmiştir. Örnek durum çalışması kapsamında on dört öğretmen eğitimcisi ile görüşmeler yapılmıştır. Toplanan veri yıllık performans raporları ile çeşitlendirilmiştir. Bulgular bazı engellere rağmen öğretim elemanlarının mesleki gelişim etkinlik ve programları içerisinde yer almak konusunda oldukça hevesli olduğuna işaret etmektedir; ancak katılımcıların mesleki gelişim tanımları net değildir ve hizmetiçi eğitim kavramı ile karışmaktadır. Ayrıca bulgular öğretmen eğitimcilerinin mesleki gelişimlerini kimin destekleyeceği tartışmasına da vurgu yapmaktadır.

Kaynakça

  • Abell, S. (1997). The professional development of science teacher educators: Is there a missing piece? Electronic Journal of Science Education, 1(4), 1-3.
  • ATE (2008). Teacher education standarts. The Association of teacher educators in US. http://www.ate1.org/pubs/uploads/materialstouse1.pdf
  • Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10-20.
  • Ben-Peretz, M., & Silberstein, M. (2002). Creating a community of teacher educators. In: Christiansen, H. (Ed.), Reeducating the educator: Global perspectives on community building in teacher education. Albany, NY: SUNY Press.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain.Educational Researcher, 33, 3-15.
  • Bullock, S.M. (2009). Learning to think like a teacher educator: Making the substantive and syntactic structures of teaching explicit through self-study. Teachers and Teaching: Theory and Practice, 15(2), 291-304.
  • Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators. Teaching and Teacher Education, 19, 5-28.
  • Cochran-Smith, M. (2005). Teacher educattors as researchers: Multiple perspectives. Teaching and Teacher Education, 21(2), 219-225.
  • Cochran-Smith, M., & Zeichner, K.M. (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum, Mahwah, NJ
  • Cruickshank, D.R., Jenkins, D.B., & Metcalf, K.K. (2009). The Act of teaching. Boston: McGraw Hill.
  • Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.
  • Ducharme, E.R.(1993). The lives of teacher educators. New York: Teachers College Press.
  • Eret, E. (2013). An assessment of pre-service teacher education in terms of preparing teacher candidates for teaching. (Unpublished PhD Dissertation) Middle East Technical University, Ankara, Turkey.
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
  • Finsterwald, M., Wagner, P., Schober, B., & Lüftenegger, M. (2013). Fostering lifelong learning – Evaluation of a teacher education program for professional teachers. Teaching and Teacher Education, 29, 144-155.
  • Freeman, D. (1982). Observing teachers: Three approaches to in-service training and development. TESOL, 16(1), 21-28.
  • Gallagher, T., Griffin, S., Parker, D.C., Kitchen, J., & Figg, C. (2011). Establishing and sustaining teacher educator professional development in a self-study community of practice: Pre-tenure teacher educators. Teaching and Teacher Education, 27, 880-890.
  • Gore, J., & Morrison, K. (2001). The perpetuation of a (semi-) profession: Challenges in the governance of teacher education. Teaching and Teacher Education, 17(5), 567–582.
  • Guilfoyle, K., Hamilton, M.L., Pinnegar,S., & Placier, M. (1995). Becoming teachers of teachers: The paths of four beginners. In T. Russell, & F. Korthagen (Eds.), Teachers who teach teachers (pp. 35-55). London/Washington, DC: Falmer Press.
  • Guskey, T.R.(2000). Evaluating professional development.Thousand Oaks, CA: Sage Publications.
  • Hadar, L., & Brody, D.(2010). From isolation to symhonic harmony: Building a professional development community among teacher educators. Teaching and Teacher Education, 26(8), 1641-1651.
  • Holmesland, I., & Tarrou, A.L.H. (2001). Institutionalising research in teacher education: The creation of a research centre as a means of lifelong learning for teacher educators. European Journal of Teacher Education, 24(1), 6–10.
  • Howey, K. R. & Zimpher, N. L. (1990). Professors and deans of education. In W. R. Houston (Ed.), Handbook of Research on Teacher Education (pp. 349-390). New York: Macmillan.
  • Jarvis, S., & Algozzine, B. (2006). Everything I need to know about teaching: They forgot to tell me California, Corwin Press: Thousands Oaks.
  • Kondakci, Y., & Haser, C. (2012). Alignment of the formal and informal support in the socialization of the faculty members.Procedia- Social and Behavioral Sciences, 46,4394-4398.
  • Korthagen, F. (2001). Teacher education: A problematic enterprise. In F. A. J. Korthagen, J. Kessels, B. Koster, B. Lagerwerf, & T. Wubbels (Eds.), Linking practice and theory-the pedagogy of teacher education (pp. 1-19). Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers.
  • Korthagen, F. (2000). Teacher educators: from neglected group to spearhead in the development of education. In G. Willems, J. Stakenborg, & W. Veugelers (Eds.), Trends in Dutch teacher education (pp. 35–47). Leuven-Apeldoorn: Garant.
  • Korthagen, F., Loughran, J., & Lunenberg, M. (2005). Teaching teachers-studies into the expertise of teacher educators: An introduction to this theme issue. Teaching and Teacher Education, 21, 107-115.
  • Koster, B., Brekelmans, M., Korthagen, F., & Wubbels, T. (2005). Quality requirement for teacher educators. Teaching and Teacher Education, 21, 157-176.
  • Koster, B., & Dengerink, J.J. (2008). Professional standarts for teacher educators: How to deal with complexity, ownership and fuction. Experience from the Netherlands. European Journal of Teacher Education, 31(2), 135-149.
  • Koster, B., Dengerink, J.J., Korthagen, F., & Lunenberg, M. (2008). Teacher educators working on their own professional development: Goals, activities and outcomes of a project for the professional development of teacher educators. Teachers and Teaching, 14(5/6), 567-587.
  • Koster, B., Korthagen, F.A.J., Wubbels, Th., & Hoornweg, J. (1996). Roles, competencies and training of teacher educators: A new challenge. In E. Befring (Ed.), Teacher education for quality, LoboGrafisk, Oslo, 397-411.
  • Kunter,M., Klusmann, U., Dubberke, T., Baumert, J., Blum,W., Brunner,M., et al. (2007).
  • Linkingaspectsof teachercompetencetotheir instruction: Results fromtheCOACTIV project.
  • In M. Prenzel (Ed.), Studies on the educational quality of schools. The final report of the
  • DFG priority programme (pp. 32-52). Münster, Germany:Waxmann.
  • Küçüksüleymanoğlu, R. (2007). Eğitim fakültesi öğretim elemanlarının tükenmişlik düzeyleri.
  • Eurasian Journal of Educational Research, 28, 101-112.
  • Lackney J.A., & Jacobs P.J. (2002). Teachers as placemakers: Investigating teachers’ use of physical
  • learning environment in instructional design. US Department of Education, Educational
  • Resources Information Centre. (ERIC Document Reproduction Service No: ED463645).
  • Leavy, A.M., McSorley, F.A., & Boté, L.A. (2007). An examination of what metaphor construction
  • reveals about the evolution of preservice teachers’ beliefs about teaching and learning.
  • Teaching and Teacher Education, 23, 1217-1233.
  • Leslem, S. (2013). The self-made supervisor: Learning experiences of M.Ed supervisors in a teacher
  • education college. Journal of Teacher Education and Educators, 2(1), 7-30.
  • Lick, D.W.(2000). Whole-faculty study groups: Facilitating mentoring for schoolwide change. Theory
  • into Practice, 39(1), 43-49.
  • Lindgren, U. (2005). Experiences of beginning teachers in a school-based mentoring program in
  • Sweden. Educational Studies, 31(3), 251-263.
  • Lindsey, R., Breen, R., &Jenkins, A. (2002). Academic research and teaching quality: The views of undergraduate and postgraduate students. Studies in Higher Education, 27(3), 309-327.
  • Lunenberg, M. (2002). Designing a curriculum for teacher educators. European Journal of Teacher Education, 25(2 & 3), 263-277.
  • Miles, M.B. & Huberman, A.M. (1984). Qualitative data analysis. Beverly Hills, California: Sage.
  • Murray, J. (2003). New teacher educators’ needs: Perspectives from research and practice. London: Teacher Training Agency.
  • Murray, J., & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education, 21(2), 125-142.
  • O’Sullivan, M. (2010). Educating the teacher education. International Journal of Educational Development, 30, 377-387.
  • Robertson, J., & Bond, C. (2001). The research/teaching relation: A view from the edge. Higher Education, 50(1), 509-535.
  • Robinson, M., & McMillan, W. (2006). Who teaches the teachers? Identity, discourse and policy in teacher education. Teaching and Teacher Education, 22(3), 327-336.
  • Slick, S.K. (1998). The university supervisor: A disenfranchised outsider. Teaching and Teacher Education, 14(8), 821-834.
  • Smith, K. (2005). Teacher educators’ expertise: what do novice teachers and teacher educators say? Teaching and Teacher Education, 21, 177-192.
  • Smith, K. (2003). So, What about the professional development of teacher educators? European Journal of Teacher Education, 26(2), 201-215.
  • Smith, K. (2003). Teacher educators’ professional knowledge: how does it differ from teachers’ professional knowledge. Paper presented at the annual meeting of the American Educational Research Association conference, April, Chicago.
  • Swennen, A., & Bates, T. (2010). The professional development of teacher educators. Professional Development in Education, 36(1-2), 1-7.
  • Swennen, A., Jones, K., & Volman, M. (2010). Teacher educators: Their identities, sub-identities and implications for professional development. Professional Development in Education, 36(1-2), 131-148.
  • Şen, H.Ş., & Erişen, Y. (2002). Öğretmen yetiştiren kurumlarda öğretim elemanlarınınetkili öğretmenlik özellikleri. Gazi Eğitim Fakültesi Dergisi, 22(1), 99-116.
  • Timmerman, G.(2009). Teacher educators modeling their teachers? European Journal of Teacher Education, 31(2), 169-184.
  • Wideen, M.F., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130-178.
  • Wilson, S.M. (2006). Finding a canon and core: Meditations on the preparation of teacher educator- researchers. Journal of Teacher Education, 57, 315-325.
  • Yıldırım, A., ve Şimşek, H. (2006). Nitel araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
  • Zeichner, K. (2005). Becoming a teacher educator: A personal perspective. Teaching and Teacher Education, 21, 117-124.
  • Zimpher, N., & Sherrill, J. (1996). Professors, teachers and leaders in SCDEs. In Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp.279-305). New York, NY: Macmillan.

Professional Development: Teacher Educators as Learners

Yıl 2015, , 574 - 592, 14.04.2015
https://doi.org/10.17051/io.2015.10038

Öz

This study outlines the professional development of teacher educators. More specially, teacher educators’ descriptions and definitions of professional development and their participating professional development activities are examined. Further, to what extent teacher educators develop themselves in the professional sense, and supports and obstacles are explored. Within a case design, fourteen teacher educators were interviewed. Data were triangulated with annual performance reports. Findings point to high enthusiasm of participants in developing their knowledge, skills and attitudes in their profession despite some obstacles. However, their descriptions of professional development are not clear and confused with in-service training. The findings also highlight the discussion about who should support teacher educators’ professional development

Kaynakça

  • Abell, S. (1997). The professional development of science teacher educators: Is there a missing piece? Electronic Journal of Science Education, 1(4), 1-3.
  • ATE (2008). Teacher education standarts. The Association of teacher educators in US. http://www.ate1.org/pubs/uploads/materialstouse1.pdf
  • Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10-20.
  • Ben-Peretz, M., & Silberstein, M. (2002). Creating a community of teacher educators. In: Christiansen, H. (Ed.), Reeducating the educator: Global perspectives on community building in teacher education. Albany, NY: SUNY Press.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain.Educational Researcher, 33, 3-15.
  • Bullock, S.M. (2009). Learning to think like a teacher educator: Making the substantive and syntactic structures of teaching explicit through self-study. Teachers and Teaching: Theory and Practice, 15(2), 291-304.
  • Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators. Teaching and Teacher Education, 19, 5-28.
  • Cochran-Smith, M. (2005). Teacher educattors as researchers: Multiple perspectives. Teaching and Teacher Education, 21(2), 219-225.
  • Cochran-Smith, M., & Zeichner, K.M. (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum, Mahwah, NJ
  • Cruickshank, D.R., Jenkins, D.B., & Metcalf, K.K. (2009). The Act of teaching. Boston: McGraw Hill.
  • Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.
  • Ducharme, E.R.(1993). The lives of teacher educators. New York: Teachers College Press.
  • Eret, E. (2013). An assessment of pre-service teacher education in terms of preparing teacher candidates for teaching. (Unpublished PhD Dissertation) Middle East Technical University, Ankara, Turkey.
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
  • Finsterwald, M., Wagner, P., Schober, B., & Lüftenegger, M. (2013). Fostering lifelong learning – Evaluation of a teacher education program for professional teachers. Teaching and Teacher Education, 29, 144-155.
  • Freeman, D. (1982). Observing teachers: Three approaches to in-service training and development. TESOL, 16(1), 21-28.
  • Gallagher, T., Griffin, S., Parker, D.C., Kitchen, J., & Figg, C. (2011). Establishing and sustaining teacher educator professional development in a self-study community of practice: Pre-tenure teacher educators. Teaching and Teacher Education, 27, 880-890.
  • Gore, J., & Morrison, K. (2001). The perpetuation of a (semi-) profession: Challenges in the governance of teacher education. Teaching and Teacher Education, 17(5), 567–582.
  • Guilfoyle, K., Hamilton, M.L., Pinnegar,S., & Placier, M. (1995). Becoming teachers of teachers: The paths of four beginners. In T. Russell, & F. Korthagen (Eds.), Teachers who teach teachers (pp. 35-55). London/Washington, DC: Falmer Press.
  • Guskey, T.R.(2000). Evaluating professional development.Thousand Oaks, CA: Sage Publications.
  • Hadar, L., & Brody, D.(2010). From isolation to symhonic harmony: Building a professional development community among teacher educators. Teaching and Teacher Education, 26(8), 1641-1651.
  • Holmesland, I., & Tarrou, A.L.H. (2001). Institutionalising research in teacher education: The creation of a research centre as a means of lifelong learning for teacher educators. European Journal of Teacher Education, 24(1), 6–10.
  • Howey, K. R. & Zimpher, N. L. (1990). Professors and deans of education. In W. R. Houston (Ed.), Handbook of Research on Teacher Education (pp. 349-390). New York: Macmillan.
  • Jarvis, S., & Algozzine, B. (2006). Everything I need to know about teaching: They forgot to tell me California, Corwin Press: Thousands Oaks.
  • Kondakci, Y., & Haser, C. (2012). Alignment of the formal and informal support in the socialization of the faculty members.Procedia- Social and Behavioral Sciences, 46,4394-4398.
  • Korthagen, F. (2001). Teacher education: A problematic enterprise. In F. A. J. Korthagen, J. Kessels, B. Koster, B. Lagerwerf, & T. Wubbels (Eds.), Linking practice and theory-the pedagogy of teacher education (pp. 1-19). Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers.
  • Korthagen, F. (2000). Teacher educators: from neglected group to spearhead in the development of education. In G. Willems, J. Stakenborg, & W. Veugelers (Eds.), Trends in Dutch teacher education (pp. 35–47). Leuven-Apeldoorn: Garant.
  • Korthagen, F., Loughran, J., & Lunenberg, M. (2005). Teaching teachers-studies into the expertise of teacher educators: An introduction to this theme issue. Teaching and Teacher Education, 21, 107-115.
  • Koster, B., Brekelmans, M., Korthagen, F., & Wubbels, T. (2005). Quality requirement for teacher educators. Teaching and Teacher Education, 21, 157-176.
  • Koster, B., & Dengerink, J.J. (2008). Professional standarts for teacher educators: How to deal with complexity, ownership and fuction. Experience from the Netherlands. European Journal of Teacher Education, 31(2), 135-149.
  • Koster, B., Dengerink, J.J., Korthagen, F., & Lunenberg, M. (2008). Teacher educators working on their own professional development: Goals, activities and outcomes of a project for the professional development of teacher educators. Teachers and Teaching, 14(5/6), 567-587.
  • Koster, B., Korthagen, F.A.J., Wubbels, Th., & Hoornweg, J. (1996). Roles, competencies and training of teacher educators: A new challenge. In E. Befring (Ed.), Teacher education for quality, LoboGrafisk, Oslo, 397-411.
  • Kunter,M., Klusmann, U., Dubberke, T., Baumert, J., Blum,W., Brunner,M., et al. (2007).
  • Linkingaspectsof teachercompetencetotheir instruction: Results fromtheCOACTIV project.
  • In M. Prenzel (Ed.), Studies on the educational quality of schools. The final report of the
  • DFG priority programme (pp. 32-52). Münster, Germany:Waxmann.
  • Küçüksüleymanoğlu, R. (2007). Eğitim fakültesi öğretim elemanlarının tükenmişlik düzeyleri.
  • Eurasian Journal of Educational Research, 28, 101-112.
  • Lackney J.A., & Jacobs P.J. (2002). Teachers as placemakers: Investigating teachers’ use of physical
  • learning environment in instructional design. US Department of Education, Educational
  • Resources Information Centre. (ERIC Document Reproduction Service No: ED463645).
  • Leavy, A.M., McSorley, F.A., & Boté, L.A. (2007). An examination of what metaphor construction
  • reveals about the evolution of preservice teachers’ beliefs about teaching and learning.
  • Teaching and Teacher Education, 23, 1217-1233.
  • Leslem, S. (2013). The self-made supervisor: Learning experiences of M.Ed supervisors in a teacher
  • education college. Journal of Teacher Education and Educators, 2(1), 7-30.
  • Lick, D.W.(2000). Whole-faculty study groups: Facilitating mentoring for schoolwide change. Theory
  • into Practice, 39(1), 43-49.
  • Lindgren, U. (2005). Experiences of beginning teachers in a school-based mentoring program in
  • Sweden. Educational Studies, 31(3), 251-263.
  • Lindsey, R., Breen, R., &Jenkins, A. (2002). Academic research and teaching quality: The views of undergraduate and postgraduate students. Studies in Higher Education, 27(3), 309-327.
  • Lunenberg, M. (2002). Designing a curriculum for teacher educators. European Journal of Teacher Education, 25(2 & 3), 263-277.
  • Miles, M.B. & Huberman, A.M. (1984). Qualitative data analysis. Beverly Hills, California: Sage.
  • Murray, J. (2003). New teacher educators’ needs: Perspectives from research and practice. London: Teacher Training Agency.
  • Murray, J., & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education, 21(2), 125-142.
  • O’Sullivan, M. (2010). Educating the teacher education. International Journal of Educational Development, 30, 377-387.
  • Robertson, J., & Bond, C. (2001). The research/teaching relation: A view from the edge. Higher Education, 50(1), 509-535.
  • Robinson, M., & McMillan, W. (2006). Who teaches the teachers? Identity, discourse and policy in teacher education. Teaching and Teacher Education, 22(3), 327-336.
  • Slick, S.K. (1998). The university supervisor: A disenfranchised outsider. Teaching and Teacher Education, 14(8), 821-834.
  • Smith, K. (2005). Teacher educators’ expertise: what do novice teachers and teacher educators say? Teaching and Teacher Education, 21, 177-192.
  • Smith, K. (2003). So, What about the professional development of teacher educators? European Journal of Teacher Education, 26(2), 201-215.
  • Smith, K. (2003). Teacher educators’ professional knowledge: how does it differ from teachers’ professional knowledge. Paper presented at the annual meeting of the American Educational Research Association conference, April, Chicago.
  • Swennen, A., & Bates, T. (2010). The professional development of teacher educators. Professional Development in Education, 36(1-2), 1-7.
  • Swennen, A., Jones, K., & Volman, M. (2010). Teacher educators: Their identities, sub-identities and implications for professional development. Professional Development in Education, 36(1-2), 131-148.
  • Şen, H.Ş., & Erişen, Y. (2002). Öğretmen yetiştiren kurumlarda öğretim elemanlarınınetkili öğretmenlik özellikleri. Gazi Eğitim Fakültesi Dergisi, 22(1), 99-116.
  • Timmerman, G.(2009). Teacher educators modeling their teachers? European Journal of Teacher Education, 31(2), 169-184.
  • Wideen, M.F., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130-178.
  • Wilson, S.M. (2006). Finding a canon and core: Meditations on the preparation of teacher educator- researchers. Journal of Teacher Education, 57, 315-325.
  • Yıldırım, A., ve Şimşek, H. (2006). Nitel araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
  • Zeichner, K. (2005). Becoming a teacher educator: A personal perspective. Teaching and Teacher Education, 21, 117-124.
  • Zimpher, N., & Sherrill, J. (1996). Professors, teachers and leaders in SCDEs. In Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp.279-305). New York, NY: Macmillan.
Toplam 71 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Tuba Gokmenoglu Bu kişi benim

Gizem Beyazova Bu kişi benim

Alçin Kılıçoğlu Bu kişi benim

Yayımlanma Tarihi 14 Nisan 2015
Yayımlandığı Sayı Yıl 2015

Kaynak Göster

APA Gokmenoglu, T., Beyazova, G., & Kılıçoğlu, A. (2015). Mesleki Gelişim: Öğrenen olarak Öğretmen Eğitimcileri. İlköğretim Online, 14(2), 574-592. https://doi.org/10.17051/io.2015.10038
AMA Gokmenoglu T, Beyazova G, Kılıçoğlu A. Mesleki Gelişim: Öğrenen olarak Öğretmen Eğitimcileri. İOO. Nisan 2015;14(2):574-592. doi:10.17051/io.2015.10038
Chicago Gokmenoglu, Tuba, Gizem Beyazova, ve Alçin Kılıçoğlu. “Mesleki Gelişim: Öğrenen Olarak Öğretmen Eğitimcileri”. İlköğretim Online 14, sy. 2 (Nisan 2015): 574-92. https://doi.org/10.17051/io.2015.10038.
EndNote Gokmenoglu T, Beyazova G, Kılıçoğlu A (01 Nisan 2015) Mesleki Gelişim: Öğrenen olarak Öğretmen Eğitimcileri. İlköğretim Online 14 2 574–592.
IEEE T. Gokmenoglu, G. Beyazova, ve A. Kılıçoğlu, “Mesleki Gelişim: Öğrenen olarak Öğretmen Eğitimcileri”, İOO, c. 14, sy. 2, ss. 574–592, 2015, doi: 10.17051/io.2015.10038.
ISNAD Gokmenoglu, Tuba vd. “Mesleki Gelişim: Öğrenen Olarak Öğretmen Eğitimcileri”. İlköğretim Online 14/2 (Nisan 2015), 574-592. https://doi.org/10.17051/io.2015.10038.
JAMA Gokmenoglu T, Beyazova G, Kılıçoğlu A. Mesleki Gelişim: Öğrenen olarak Öğretmen Eğitimcileri. İOO. 2015;14:574–592.
MLA Gokmenoglu, Tuba vd. “Mesleki Gelişim: Öğrenen Olarak Öğretmen Eğitimcileri”. İlköğretim Online, c. 14, sy. 2, 2015, ss. 574-92, doi:10.17051/io.2015.10038.
Vancouver Gokmenoglu T, Beyazova G, Kılıçoğlu A. Mesleki Gelişim: Öğrenen olarak Öğretmen Eğitimcileri. İOO. 2015;14(2):574-92.