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Investigation of the In-service Teacher Training Programs in the United States and Recommendations for Turkey: The Case of Kent Education Excellence Partnership (KEEP)

Yıl 2018, Sayı: 14, 181 - 197, 25.07.2018
https://doi.org/10.30786/jef.357055

Öz

 

In the
current study, the purpose was to evaluate the professional development school
applications conducted under the coordination of Kent State University in the
USA on the basis of the researcher’s observations and the faculty members’
opinions to come up with suggestions for the in-service teacher training programs
conducted in Turkey. The study is a qualitative case study. Being an example of
the professional development school applications, Kent State Excellence
Partnership (KEEP) program was evaluated by seeking the opinions of two faculty
members who are among the main elements of the program and of 17 teachers
having participated in the program. Moreover, document analysis and
observations were conducted to evaluate the applications. The data of the study
were collected through the semi-structured interview technique, and a
questionnaire. The data collected through the interviews conducted with the
faculty members and teachers’ written responses to the questionnaire items were
analyzed by using the “content analysis” technique and then interpreted by the
researcher. The application process of the program was observed by the
researcher, who was in the position of a participant observer, and an assistant
doing doctorate in Kent State University and thus, two separate observation
reports were written. Recognizing that there are no significant differences
between the observations, two reports were combined into a single report
through discussion. The findings of the study revealed that the faculty members
are of the opinion that teachers come together for professional development and
learning within the context of the professional development school
applications, that participating teachers make their own decisions about what
they want to learn and that they learn in a learning process based on
reciprocal interaction. The teachers having participated in the program stated
that the most important contribution of KEEP applications is the creation of a
university-school partnership and their working in cooperation with other
teachers. According to the observations of the researcher, in professional
development schools, teachers find opportunities to develop themselves, their
colleagues and schools as practitioners, researchers, listeners and active
participants in the planning and implementation of the learning process.

Kaynakça

  • Aydoğan, İ. (2002). MEB İlköğretim okulları yönetici ve öğretmenlerinin personel geliştirmeye ilişkin görüşleri (Kayseri ili örneği). Yüksek Lisans Tezi. Ankara Üniversitesi. Eğitim Bilimleri Enstitüsü, Ankara.
  • Barber, M. & Mourshed, M. (2007). How the world's best-performing school systems come out on top. London: McKinsey and Company.
  • Ben-Peretz, N. (1990). The teacher curriculum encounter. Albany, NY State University. New York Press.
  • Benedum, C. (2004). Relationships between groups and strategies for shared decision making. http://benedumcollaborative.wvu.edu/r/download/29366
  • Bolam, R. (1993). Recent developments and emerging issues in the continuing Professional development of teachers. London: GTC.
  • Çakıroğlu, J., Doğan, N., Çavuş, S., Bilican, K., & Arslan, O. (2011). Öğretmenlerin bilimin doğası hakkındaki görüşlerinin geliştirilmesi: Hizmet içi eğitim programının etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 127-139.
  • Darling-Hommand, L. (1994). Professional development schools. New York: Teachers College presss.
  • Darling-Hammond, L. and COBB, V.L. (1995). Teacher preparation and professional development in apec members: A Comparative study. USA: US Department of Education.
  • Darling-Hammond, L., & Mc Laughlin, M. W. (2011). Policies that support professional development in an era of reform. Kappan, 92, (6), 81–92.
  • Demirkol, M. (2004). İlköğretim okullarında öğretmenlere yönelik okul temelli hizmet içi eğitim etkinliklerinin değerlendirilmesi. Yayımlanmamış Yüksek Lisans Tezi, Eskişehir: Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Durmuş, E. (2003). Sınıf Öğretmenlerine yönelik düzenlenen hizmet içi eğitim etkinliklerine ilişkin öğretmen görüşleri (Ankara İli Örneği). Yayınlanmamış Yüksek Lisans Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Early, P. & Bubb, S. (2004). Leading and managing continuing profesyonel development. develeoping people, developing school. London: Paul Chapman Publishing A SAGE publications.
  • Gökdere & Çepni (2004) Üstün Yetenekli Öğrencilerin Fen Öğretmenlerinin Hizmet İçi İhtiyaçlarının Değerlendirilmesine Yönelik Bir Çalışma; Bilim Sanat Merkezi Örneklemi. GÜ Gazi Eğitim Fakültesi Dergisi, 24(2), 1-14.
  • Gürşimşek, I. (1998). Öğretmen eğitiminde yeni yaklaşımlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. (4), 25-28
  • Hallinan, M.T. & Khmelkov, V. T. (2001). Recent developments in teacher education in the United States of America. Journal of Education for Teaching, 27, (2), 175-185.
  • Holmes Group. (1990). Tomorrow's schools: Principles for the design of professional development schools. East Lansing, MI: Author. SP 032 871
  • İlğan, A. (2013). Öğretmenler için etkili mesleki gelişim faaliyetleri. Uşak Üniversitesi Sosyal Bilimler Dergisi, Özel Sayı, 41-56.
  • Kaya, S. & Kartallıoğlu S. (2010). Okul temelli gelişim modeline yönelik kordinatör görüşleri. Abant İzzet Baysal Üniversitesi Dergisi. 10(2), 115-130.
  • Kofman, E. & Green, N. (1993). Appropriate research in professional development schools. The American Educational Research Association Annual Meeting, April.
  • Levin, B.B. & Rock, T. C. (2003). The effects of collaborative action research on preservice and experienced teacher partners in professional development schools. Journal of Teacher Education, 54, (2), 135-149.
  • Mitchell C and Sackney L (2001). Profound improvement: Building capacity for a learning community [Online]. Available from: http://www.sagepub.com [2007, July 11],
  • Mizell, H. (2010). Why professional development matters. Oxford: Learning Forward.
  • Özen, R. (2006). İlköğretim okulu öğretmenlerinin hizmet içi eğitim programlarinin etkilerine ilişkin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 141–160.
  • Panich W (2012). Learning by Doing. Bangkok: Siam Commercial Foundation, 2010. Teachers’ Learning for Students in the 21st Century. Bangkok. Sodsri- saridwong Foundation.
  • Teitel, L. (1997). Professional development Schools and Transformation of Teacher Leadership. Teacher Education Quarterly.
  • Toule J.C., Louis KS (2002). The role of professional learning communities in international education. In: K. Leithwood & P. Hallinger (eds), Second international handbook of educational leadership and administration. Dordrecht: Kluwer.
  • Uçar, R. (2005). İlköğretim okullarinda görev yapan yönetici ve öğretmenlerin meb hizmet içi eğitim uygulamalarina ilişkin görüşleri (Van İli Örneği). Yüksek Lisans Tezi. Yüzüncü Yıl Üniversitesi. Sosyal Bilimler Enstitüsü, Van.
  • Ulubey, Ö, Yıldırım, K. & Aykaç, N. (2016). Lise Öğretmenlerin Mesleki Gelişim Okulu Uygulamalarına Yönelik Görüşleri. III nd International Eurasian Educational Research Congress. 31 Mayıs-3 Haziran 2016, Muğla.
  • UNESCO (2012). Unesco strategy on teachers (2012-‐2015). [Available online at http://unesdoc.unesco.org/images/0021/002177/217775e.pdf]. Retrieved on April, 9, 2013.
  • Wong, P. L. & Glass, R. D. (2009). Prioritizing urban children, teachers, and schools through professional development schools. State University of New York Press, Albany.
Yıl 2018, Sayı: 14, 181 - 197, 25.07.2018
https://doi.org/10.30786/jef.357055

Öz

Kaynakça

  • Aydoğan, İ. (2002). MEB İlköğretim okulları yönetici ve öğretmenlerinin personel geliştirmeye ilişkin görüşleri (Kayseri ili örneği). Yüksek Lisans Tezi. Ankara Üniversitesi. Eğitim Bilimleri Enstitüsü, Ankara.
  • Barber, M. & Mourshed, M. (2007). How the world's best-performing school systems come out on top. London: McKinsey and Company.
  • Ben-Peretz, N. (1990). The teacher curriculum encounter. Albany, NY State University. New York Press.
  • Benedum, C. (2004). Relationships between groups and strategies for shared decision making. http://benedumcollaborative.wvu.edu/r/download/29366
  • Bolam, R. (1993). Recent developments and emerging issues in the continuing Professional development of teachers. London: GTC.
  • Çakıroğlu, J., Doğan, N., Çavuş, S., Bilican, K., & Arslan, O. (2011). Öğretmenlerin bilimin doğası hakkındaki görüşlerinin geliştirilmesi: Hizmet içi eğitim programının etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 127-139.
  • Darling-Hommand, L. (1994). Professional development schools. New York: Teachers College presss.
  • Darling-Hammond, L. and COBB, V.L. (1995). Teacher preparation and professional development in apec members: A Comparative study. USA: US Department of Education.
  • Darling-Hammond, L., & Mc Laughlin, M. W. (2011). Policies that support professional development in an era of reform. Kappan, 92, (6), 81–92.
  • Demirkol, M. (2004). İlköğretim okullarında öğretmenlere yönelik okul temelli hizmet içi eğitim etkinliklerinin değerlendirilmesi. Yayımlanmamış Yüksek Lisans Tezi, Eskişehir: Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Durmuş, E. (2003). Sınıf Öğretmenlerine yönelik düzenlenen hizmet içi eğitim etkinliklerine ilişkin öğretmen görüşleri (Ankara İli Örneği). Yayınlanmamış Yüksek Lisans Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Early, P. & Bubb, S. (2004). Leading and managing continuing profesyonel development. develeoping people, developing school. London: Paul Chapman Publishing A SAGE publications.
  • Gökdere & Çepni (2004) Üstün Yetenekli Öğrencilerin Fen Öğretmenlerinin Hizmet İçi İhtiyaçlarının Değerlendirilmesine Yönelik Bir Çalışma; Bilim Sanat Merkezi Örneklemi. GÜ Gazi Eğitim Fakültesi Dergisi, 24(2), 1-14.
  • Gürşimşek, I. (1998). Öğretmen eğitiminde yeni yaklaşımlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. (4), 25-28
  • Hallinan, M.T. & Khmelkov, V. T. (2001). Recent developments in teacher education in the United States of America. Journal of Education for Teaching, 27, (2), 175-185.
  • Holmes Group. (1990). Tomorrow's schools: Principles for the design of professional development schools. East Lansing, MI: Author. SP 032 871
  • İlğan, A. (2013). Öğretmenler için etkili mesleki gelişim faaliyetleri. Uşak Üniversitesi Sosyal Bilimler Dergisi, Özel Sayı, 41-56.
  • Kaya, S. & Kartallıoğlu S. (2010). Okul temelli gelişim modeline yönelik kordinatör görüşleri. Abant İzzet Baysal Üniversitesi Dergisi. 10(2), 115-130.
  • Kofman, E. & Green, N. (1993). Appropriate research in professional development schools. The American Educational Research Association Annual Meeting, April.
  • Levin, B.B. & Rock, T. C. (2003). The effects of collaborative action research on preservice and experienced teacher partners in professional development schools. Journal of Teacher Education, 54, (2), 135-149.
  • Mitchell C and Sackney L (2001). Profound improvement: Building capacity for a learning community [Online]. Available from: http://www.sagepub.com [2007, July 11],
  • Mizell, H. (2010). Why professional development matters. Oxford: Learning Forward.
  • Özen, R. (2006). İlköğretim okulu öğretmenlerinin hizmet içi eğitim programlarinin etkilerine ilişkin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 141–160.
  • Panich W (2012). Learning by Doing. Bangkok: Siam Commercial Foundation, 2010. Teachers’ Learning for Students in the 21st Century. Bangkok. Sodsri- saridwong Foundation.
  • Teitel, L. (1997). Professional development Schools and Transformation of Teacher Leadership. Teacher Education Quarterly.
  • Toule J.C., Louis KS (2002). The role of professional learning communities in international education. In: K. Leithwood & P. Hallinger (eds), Second international handbook of educational leadership and administration. Dordrecht: Kluwer.
  • Uçar, R. (2005). İlköğretim okullarinda görev yapan yönetici ve öğretmenlerin meb hizmet içi eğitim uygulamalarina ilişkin görüşleri (Van İli Örneği). Yüksek Lisans Tezi. Yüzüncü Yıl Üniversitesi. Sosyal Bilimler Enstitüsü, Van.
  • Ulubey, Ö, Yıldırım, K. & Aykaç, N. (2016). Lise Öğretmenlerin Mesleki Gelişim Okulu Uygulamalarına Yönelik Görüşleri. III nd International Eurasian Educational Research Congress. 31 Mayıs-3 Haziran 2016, Muğla.
  • UNESCO (2012). Unesco strategy on teachers (2012-‐2015). [Available online at http://unesdoc.unesco.org/images/0021/002177/217775e.pdf]. Retrieved on April, 9, 2013.
  • Wong, P. L. & Glass, R. D. (2009). Prioritizing urban children, teachers, and schools through professional development schools. State University of New York Press, Albany.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Necdet Aykaç

Yayımlanma Tarihi 25 Temmuz 2018
Yayımlandığı Sayı Yıl 2018 Sayı: 14

Kaynak Göster

APA Aykaç, N. (2018). Investigation of the In-service Teacher Training Programs in the United States and Recommendations for Turkey: The Case of Kent Education Excellence Partnership (KEEP). Journal of Education and Future(14), 181-197. https://doi.org/10.30786/jef.357055
AMA Aykaç N. Investigation of the In-service Teacher Training Programs in the United States and Recommendations for Turkey: The Case of Kent Education Excellence Partnership (KEEP). JEF. Temmuz 2018;(14):181-197. doi:10.30786/jef.357055
Chicago Aykaç, Necdet. “Investigation of the In-Service Teacher Training Programs in the United States and Recommendations for Turkey: The Case of Kent Education Excellence Partnership (KEEP)”. Journal of Education and Future, sy. 14 (Temmuz 2018): 181-97. https://doi.org/10.30786/jef.357055.
EndNote Aykaç N (01 Temmuz 2018) Investigation of the In-service Teacher Training Programs in the United States and Recommendations for Turkey: The Case of Kent Education Excellence Partnership (KEEP). Journal of Education and Future 14 181–197.
IEEE N. Aykaç, “Investigation of the In-service Teacher Training Programs in the United States and Recommendations for Turkey: The Case of Kent Education Excellence Partnership (KEEP)”, JEF, sy. 14, ss. 181–197, Temmuz 2018, doi: 10.30786/jef.357055.
ISNAD Aykaç, Necdet. “Investigation of the In-Service Teacher Training Programs in the United States and Recommendations for Turkey: The Case of Kent Education Excellence Partnership (KEEP)”. Journal of Education and Future 14 (Temmuz 2018), 181-197. https://doi.org/10.30786/jef.357055.
JAMA Aykaç N. Investigation of the In-service Teacher Training Programs in the United States and Recommendations for Turkey: The Case of Kent Education Excellence Partnership (KEEP). JEF. 2018;:181–197.
MLA Aykaç, Necdet. “Investigation of the In-Service Teacher Training Programs in the United States and Recommendations for Turkey: The Case of Kent Education Excellence Partnership (KEEP)”. Journal of Education and Future, sy. 14, 2018, ss. 181-97, doi:10.30786/jef.357055.
Vancouver Aykaç N. Investigation of the In-service Teacher Training Programs in the United States and Recommendations for Turkey: The Case of Kent Education Excellence Partnership (KEEP). JEF. 2018(14):181-97.