Teachers’ Professional Development Needs and Barriers: Turkey Case

Yıl 2022, , 1 - 10, 28.02.2022

Berna Yüner

https://doi.org/10.24106/kefdergi.739576

Cited By: 2

Öz

This study, drawing on the Turkey data from TALIS 2018, examines the teachers’ need for professional development and their perceived barriers to professional development. It provides insights into the differences in teachers’ perceptions according to gender, seniority, and school level variables. Concerning professional development, female teachers reported higher needs for student behaviors and classroom management while male teachers noted significantly higher needs for pedagogical competencies in teaching the subject field and knowledge of the curriculum. The results show that all teachers have higher level need for teaching in multicultural and multilingual setting. However, new teachers have indicated significantly higher needs than veteran teachers. Lack of employer support and irrelevant professional development activities are noted as two higher level barriers preventing teachers attain professional development. The barriers to professional development, except one, are denoted significantly higher by novice teachers. The lack of time due to family responsibilities is indicated significantly higher by veteran teachers. It is observed that school level causes significant differences in teachers' professional development needs for subject matter and pedagogy and their perceived barriers. Relying on the results, the research provides implications for professional development providers to maximize the effectiveness of professional development of teachers.

Anahtar Kelimeler

professional development, professional development needs, professional development barriers, TALIS, Turkey

Öğretmenlerin Mesleki Gelişim İhtiyaçları ve Engelleri: Türkiye Örneği

Öz

TALIS 2018 Türkiye verisine dayanarak yapılan bu çalışma, öğretmenlerin mesleki gelişime duydukları ihtiyacı ve mesleki gelişime karşı algıladıkları engelleri incelemektedir. Çalışmada cinsiyet, kıdem ve okul düzeyi değişkenlerin neden olduğu farklılıklar incelenmiştir. Mesleki gelişim ile ilgili olarak, kadın öğretmenlerin öğrenci davranışlarına ve sınıf yönetimine; erkek öğretmenlerin müfredat bilgisi ve pedagojik yeterliliklere ilişkin daha yüksek mesleki gelişim ihtiyacı belirttikleri saptanmıştır. Araştırma sonucunda, tüm öğretmenlerin çok kültürlü ve çok dilli ortamda öğretime ilişkin mesleki gelişime daha fazla ihtiyaç duyduklarını belirlenmiştir. Bununla birlikte, yeni öğretmenler, deneyimli öğretmenlerden daha yüksek düzeyde ihtiyaç belirtmiştir. Yönetici desteğinin eksikliği ve ilgisiz mesleki gelişim faaliyetleri, öğretmenlerin mesleki gelişime ulaşmasını önleyen iki yüksek puanlı engel olarak belirtilmiştir. Aile sorumluluklarından dolayı zaman sıkıntısı, kıdemli öğretmenler tarafından anlamlı düzeyde yüksek olarak belirtilmiştir. Bunun dışında mesleki gelişimin önündeki engeller, yeni öğretmenler tarafından anlamlı ölçüde daha yüksek olarak belirtilmiştir. Okul düzeyinin, öğretmenlerin konu ve pedagoji için mesleki gelişim ihtiyaçlarında ve algılanan engellerde anlamlı farklılıklar oluşturduğu saptanmıştır. Araştırma sonuçlarına dayanarak, mesleki gelişim etkinliğini en üst düzeye çıkarılması için mesleki gelişim sağlayıcılarına öneriler sunulmuştur.

Anahtar Kelimeler

mesleki gelişim, mesleki gelişim ihtiyacı, mesleki gelişim engelleri, TALIS, Türkiye

Kaynakça

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