Teachers’ Professional Development Needs and Barriers: Turkey Case

Yıl 2022, Cilt: 30 Sayı: 1, 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

• Alade, O., and Odebode, O., 2014. An assessment of the impact of the teachers’ professional development program under Lagos “eko” secondary education project in Lagos State. Journal of Education and Practice, 5, 1-8.
• Amanulla, A., and Aruna, P., 2014. Effect of teacher efficacy on professional development of higher secondary school teachers of Kerala. Journal of Humanities and Social Science (IOSRJHSS), 19, 37-41.
• Badri, M., et al., 2016. Perception of Teachers’ Professional Development Needs, Impacts, and Barriers: The Abu Dhabi Case. SAGE Open, 6. 10.1177/2158244016662901.
• Bautista, A., and Ortega-Ruíz, R., 2015. Teacher professional development: International perspectives and approaches. Psychology, Society and Education, 7(3), 240-251.
• Cohen, D. K., & Hill, H. C. (2001). Learning and policy: When state education reform works.
• Cohen, D. K., and Hill, H. C., 2001. Learning and policy: When state education reform works. New Haven, CT: Yale University Press.
• Cooc, N., 2019. Teaching students with special needs: International trends in school capacity and the need for teacher professional development. Teaching and Teacher Education, 83, 27-41.
• Council of Higher Education, 2018. https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari.
• Daresh, J. C., 2003. Teachers mentoring teachers. Thousand Oaks, CA: Corwin Press.
• Darling-Hammond, L., 2000. Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44. http://dx.doi.org/10.14507/epaa.v8n1.2000.
• Darling-Hammond, L., et al., 2009. Professional learning in the learning profession. Washington, DC: National Staff Development Council;
• Desimone, L., 2009. Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.
• Desimone, L. M., Smith, T., and Ueno, K., 2006. Are teachers who need sustained, content-focused professional development getting it? An administrator’s dilemma. Educational Administration Quarterly, 42, 179-215.
• Drage, K., 2010. Professional development: Implications for Illinois career and technical education teachers. Journal of career and technical education, 25, 24-37.
• Ely, R. J. and Thomas, D. A., 2001. Cultural diversity at work: the effects of diversity perspectives on work group processes and outcomes. Administrative Science Quarterly, 46(2.), 229-273.
• Evers, A. T., et al., 2016. Job demands, job resources, and flexible competence: the mediating role of teachers’ professional development at work. Journal of career development, 43(3), 227–243. https://doi.org/10.1177/0894845315597473
• Evertson, C. M., and Weinstein, C. S., 2006. Classroom management as a field of inquiry. In: C. M. Evertson and C. S. Weinstein, eds. Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Lawrence Erlbaum Associates, 3-16.
• Fernandez-Manzanal, R., et al., 2015. Environmental behaviors in initial professional development and their relationship with university education. Journal of Cleaner Production, 108, 830-840.
• Friedman, I., 2000. Burnout: Shattered dreams of impeccable professional performance. Journal of Clinical Psychology, 56, 595–606.
• Garet, M. S., et al., 2001. What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 84(4), 915- 945.
• Geldenhuys, J., and Oosthuizen, L., 2015. Challenges influencing teachers’ involvement in continuous professional development: A South African perspective. Challenges influencing teachers’ involvement in continuous professional development: A South African perspective. Teaching and Teacher Education, 51, 203-212.
• Girvan, C., Conneely, C., and Tangney, B., 2016. Extending experiential learning in teacher professional development. Teaching and Teacher xEducation, 58, 129-139.
• Goodwin, A. L., 2011. Professional Development Schools and the professionalization of teaching. In: J. E. Neapolitan, ed. Taking Stock of Professional Development Schools: What’s Needed Now, National Society for the Study of Education. NY: Teachers College, 432-443.
• Hattie, J., 2009. Visible Learning: A Synthesis of over 800 meta-analyses relating to achievement, Routledge: London.
• Hiebert, J., Gallimore, R., and Stigler, J. W., 2002. A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3-15. http://dx.doi.org/10.3102/0013189X08331140.
• Jensen, B. et al., 2016. Beyond PD: Teacher professional learning in high-performing systems. National Center on Education and the Economy, Washington, DC. http://www.ncee.org/wp-content/uploads/2015/08/BeyondPDWeb.pdf
• Johnson, K. E., and Golombek, P. R., 2011. Research on second language teacher education: A sociocultural perspective on professional development. Taylor and Francis. https://doi.org/10.4324/9780203844991.
• Jones, V., 2006. How do teachers learn to be effective classroom managers? In: C. M. Evertson and C. S. Weinstein, eds. Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Erlbaum, 887–907.
• Karabenick, S. A. and Conley, A., 2011. Teacher motivation for professional development: Math and science partnership-Motivation assessment program. Ann Arbor, MI: University of Michigan.
• Knapp, M. S., 2003. PD as a policy pathway. Review of Research in Education, 27, 109–157.
• Korkko, M., Kyro-Ammala, O., and Turunen, T., 2016. Professional development through reflection in teacher education. Teaching and Teacher Education, 55, 198-206.
• Kwakman, C. H. E., 2003. Factors affecting teachers' participation in professional learning activities. Teaching and teacher education, 19(2), 149-170. https://doi.org/10.1016/S0742-051X(02)00101-4
• Lind, V., 2007. High quality professional development: an investigation of the supports for and barriers to professional development in arts education. International Journal of Education and the Arts, 8(2).
• Lucilio, L., 2009. What secondary teachers need in professional development? Journal of Catholic Education, 13. 10.15365/joce.1301042013.
• Martin, N. K., Yin, Z., and Mayall, H., 2006. Classroom management training, teaching experience and gender: Do these variables impact teachers’ attitudes and beliefs toward classroom management style? Paper presented at the Annual Conference of the Southwest Educational Research Association, Austin, TX. Retrieved from ERIC database. (ED494050)
• Ministry of National Education., 1973. National education principal law.
• Meissel, K., Parr, J. M., and Timperley, H.S., 2016. Can professional development of teachers reduce disparity in student achievement? Teaching and Teacher Education, 58, 163–173.
• Melouk, M., 2001. The state of EFL evaluation in Morocco: The testers and teachers' opinions. In: A. Zaki and M. Naji, eds. The teaching and assessment of English for global purposes. Paper presented at MATE proceedings, Essaouira. Rabat: MATE, 41-51.
• OECD, 2010. PISA 2009 Results: What Makes a School Successful? Resources, Policies and Practices. OECD, Paris.
• OECD, 2013. TALIS 2013 conceptual framework. OECD, Paris.
• OECD, 2014. TALIS 2013 Results: An International Perspective on Teaching and Learning. OECD Publishing.http://dx.doi.org/10.1787/9789264196261-en
• OECD, 2018. Teaching in Focus #23 Teaching students with special needs: Are teachers well-prepared?. https://www.educacionyfp.gob.es/inee/dam/jcr:93ad627e-af50-481a-a20d-2658be6a138c/tif%2023%20bueno.pdf
• OECD, 2019. TALIS 2018 Technical Report. OECD, Paris.
• Polly, D., et al., 2015. Linking professional development, teacher outcomes, and student achievement: The case of a learner-centered mathematics program for elementary school teachers. International Journal of Educational Research, 72, 26-37.
• Rodríguez, A. G., and McKay, S., 2010. Professional development for experienced teachers working with adult english language learners. CAELA NetworkBrief. https://files.eric.ed.gov/fulltext/ED540598.pdf
• Rowe, K., 2003. The importance of teacher quality as a key determinant of students’ experiences and outcomes of schooling. In: Meiers, M., ed. Building Teacher Quality: ACER Research Conference, 2003: Proceedings, 19-21 October 2003 Melbourne. Australian Council for Educational Research, https://research.acer.edu.au/cgi/viewcontent.cgi?article=1001&context=research_conference_2003.
• Sağır, M., 2014. Teachers’ professional development needs and the systems that meet them. Creative Education, 5, 1497-1511. doi:10.4236/ce.2014.516167
• Saha, L. J. and Dworkin, G. A., 2009. Introduction: New perspectives on teachers and teaching. In: L. J. Saha and A. G. Dworkin, eds. International handbook of research on teachers and teaching. New York: Springer, 3-11.
• Schachner, M., 2014. Contextual conditions for acculturation and school-related outcomes of early adolescent immigrants in Germany. Thesis (PhD). Tilburg University.
• Tsui, M., 2005. Sage Sourcebooks for SSHS the Human Services: Social work supervision: Contexts and concepts Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781452232553
• UNESCO, 2015. Education 2030, Incheon declaration (ıd) and framework for action. http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf
• Walls, R. T., et al., 2002. The characteristics of effective and ineffective teachers. Teacher Education Quarterly, 29(1), 39-48. Retrieved from http://www.teqjournal.org/backvols/2002/29_1/w02_ walls_nardi.pdf
• Wenglinsky, H., 2002. How schools matter: The link between teacher classroom practices and student academic achievement. Education Policy Analysis Archives,10(12), 1-30. http://dx.doi.org/10.14507/epaa.v10n12.2002.
• Witte, T., and Jansen, E., 2016. Students’ voice on literature teacher excellence. Towards a teacher organized model of continuing professional development. Teaching and Teacher Education, 56, 162-172.
• Wong, L., and Snow, C., 2000. What teachers need to know about language? (Contract No. ED-99-CO-0008). Washington, DC: U.S. Department of Education’s Office of Educational Research and Improvement, Center for Applied Linguistics.
• Zhang, S., Shi, Q., and Lin, E., 2019. Professional development needs, support, and barriers: TALIS US new and veteran teachers’ perspectives. Professional Development in Education, DOI: 10.1080/19415257.2019.1614967.