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A Systematic Review of Professional Development Programs for Language Teachers over ten years: Regional Perspectives

Yıl 2018, Cilt: 3 Sayı: 2, 42 - 63, 01.05.2018

Öz















The concepts of what it means to be a learner
and a language teacher have radically changed with the developments that caused
English language to become a lingua franca around the world. In response to
such radical changes, language teachers are urged to constantly reconstruct
their knowledge, improve their practices, attitudes and beliefs accordingly.
Professional Development (PD) programs are a way of improving language teachers
practices. In this systematic review, the
qualitative studies about PD programs in the field of foreign language teaching
were reviewed according to predetermined criteria. Selected studies were
analyzed using MAXQDA software. The analysis of selected articles shows that
there are regional patterns in terms of the purpose of PD. While Region 1 focused on framing PD
activities around educational policies, the studies in Region 2 focused on
integration of technology and collaboration in PD activities. In addition,
the studies were diverse in their methodological and theoretical frameworks. It
is concluded that there is a need to explore the experiences of language
teachers after they attend PD programs. 

Kaynakça

  • Alimirzaee, H., & Ashraf, H. (2016). On the effect of online peer knowledge sharing on Iranian EFL teachers' professional development. Theory and Practice in Language Studies, 6(1), 134. doi:10.17507/tpls.0601.18
  • Atai, M. R., & Nejadghanbar, H. (2016). Unpacking in-service EFL teachers' critical incidents: The case of Iran. RELC Journal, 47(1), 97-110. doi:10.1177/0033688216631177
  • Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20. doi:10.1016/j.tate.2010.08.007
  • Avidov-Ungar, O. (2016). A model of professional development: Teachers' perceptions of their professional development. Teachers and Teaching. doi:10.1080/13540602.2016.1158955
  • Bai, B. (2014). Enhancing in-service teachers' professional learning through a school-based professional development programme in Hong Kong. Journal of Education for Teaching, 40(4), 434-436. doi:10.1080/02607476.2014.929380
  • Bailey, K. M. (2009). Language Teacher Supervision. In A. Burns & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 269-279). New York: Cambridge University Press.
  • Bocala, C. (2015). From experience to expertise. Journal of Teacher Education, 66(4), 349-362. doi:10.1177/0022487115592032
  • Bolam, R. (2002). Professional development and professionalism. In T. Bush & L. Bell (Eds.), The principles and practice of educational management (pp. 103-118). London: Paul Chapman.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. doi:10.3102/0013189x033008003
  • Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. International Encyclopedia of Education, 7, 548-556.
  • Bransford, J., Darling-Hammond, L., & LePage, P. (2005). Introduction. In J. Darling-Hammond & L. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 1-39). San Franscisco: Jossey Bass.
  • Burns, A., & Richards, J. C. (Eds.). (2009). The Cambridge guide to second language teacher education. New York: Cambridge University Press.
  • Chen, W.-C. (2012). Professional growth during cyber collaboration between pre-service and in-service teachers. Teaching and Teacher Education, 28(2), 218-228. doi:10.1016/j.tate.2011.09.010
  • Chen, C. W., & C, Y. (2014). Learning from Team Teaching and Beyond: A Case Study on EFL Teachers' Professional Development. Pan-Pacific Association of Applied Linguistics, 18(1), 33-47.
  • Choi, T. H. (2013). Autobiographical reflections for teacher professional learning. Professional Development in Education, 39(5), 822-840. doi:10.1080/19415257.2012.737355
  • Cinarbas, H. I., & Hos, R. (2016). Cultural responsiveness in EFL teaching: reflections from native instructors. Journal of Language and Cultural Education, 4(2). doi:10.1515/jolace-2016-0014
  • Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E. (Eds.). (2008). The development of the personal self and professional identity in learning to teach. In Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts (3rd ed.) (pp. 732-755). New York: Routledge.
  • Corcoran, J., Littell, J. H., & Pillai, V. K. (2008). Systematic reviews and Meta-Analysis (pocket guides to social work research methods). Oxford: Oxford University Press, USA.
  • Darling-Hammond, L., & McLaughlin, M. W. (2011). Policies that support professional development in an era of reform. Phi Delta Kappan, 92(6), 81-92. doi:10.1177/003172171109200622
  • de Vries, S., van de Grift, W. J. C. M., & Jansen, E. P. W. A. (2014). How teachers' beliefs about learning and teaching relate to their continuing professional development. Teachers and Teaching, 20(3), 338-357. doi:10.1080/13540602.2013.848521
  • Doering, A., Hughes, J., & Huffman, D. (2003). Preservice teachers. Journal of Research on Technology in Education, 35(3), 342-361. doi:10.1080/15391523.2003.10782390
  • Donato, R. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 27-50). Oxford: Oxford University Publishing.
  • Eekelen, I. M. V., Boshuizen, H. P. A., & Vermunt, J. D. (2005). Self-regulation in higher education teacher learning. Higher Education, 50(3), 447-471. doi:10.1007/s10734-004-6362-0
  • Farrell, T. S. C. (2015). The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research. doi:10.1177/1362168815617335
  • Feiman-Nemser, S. (2008). Teacher Learning: How do teachers learn to teach? In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts (3rd ed.) (pp. 697-760). New York: Routledge.
  • Florio-Ruane, S. (2002). More light: An argument for complexity in studies of teaching and teacher education. Journal of Teacher Education, 53(3), 205-215. doi:10.1177/0022487102053003003
  • Franson, C., & Holliday, A. (2009). Social and Cultural Perspectives. In A. Burns & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 40-47). New York: Cambridge University Press.
  • Gan, Z. (2014). Learning from interpersonal interactions during the practicum: A case study of non-native ESL student teachers. Journal of Education for Teaching, 40(2), 128-139. doi:10.1080/02607476.2013.869969
  • Gleeson, M., & Davison, C. (2016). A conflict between experience and professional learning: Subject teachers beliefs about teaching English language learners. RELC Journal, 47(1), 43-57. doi:10.1177/0033688216631221
  • Goh, L., & Loh, K.-C. (2013). "Let them fish": Empowering student-teachers for professional development through the project approach. Educational Action Research, 21(2), 202-217. doi:10.1080/09650792.2013.789725
  • Gough, D., Oliver, S., & Thomas, J. (Eds.). (2012). An introduction to systematic reviews. Thousand Oaks, CA: SAGE Publications.
  • Hammerness, K., Darling-Hammond, L., & Bransfords, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransfords (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358-389). San Francisco, CA: Jossey-Bass.
  • Hardre, P. L., Ling, C., Shehab, R. L., Nanny, M. A., Nollert, M. U., Refai, H., … Wollega, E. D. (2013). Teachers in an Interdisciplinary learning community: Engaging, integrating, and strengthening K-12 education. Journal of Teacher Education, 64(5), 409-425. doi:10.1177/0022487113496640
  • Harmer, J. (2007). The practice of English language teaching with DVD (4th edition) (Longman handbooks for language teachers) (4th ed.). Harlow, England: Pearson Longman ELT.
  • Hoekstra, A., & Korthagen, F. (2011). Teacher learning in a context of educational change: Informal learning versus systematically supported learning. Journal of Teacher Education, 62(1), 76-92. doi:10.1177/0022487110382917
  • Horwitz, E. K. (2008). Becoming a Language Teacher: A Practical Guide to Second Language Learning and Teaching (1st Edition ed.). Pearson Education.
  • Hos, R., & Topal, H. (2013). The Current Status of English as a Foreign Language (EFL) Teachers' Professional Development in Turkey: A Systematic Review of Literature. Anthropologist, 16(1-2), 293-305.
  • Hos, R., Yagci, H., & Cinarbas, H. I. (2016). Turkish EFL students' perceptions about blended English courses in a teacher education program. International Journal of Social Sciences and Education Research, 2(3), 774-784. doi:10.24289/ijsser.279022
  • Hung, H.-T., & Yeh, H.-C. (2013). Forming a change environment to encourage professional development through a teacher study group. Teaching and Teacher Education, 36, 153-165. doi:10.1016/j.tate.2013.07.009
  • Hutchinson, M., & Hadjioannou, X. (2011). Better serving the needs of limited English proficient (LEP) students in the mainstream classroom: Examining the impact of an inquiry-based hybrid professional development program. Teachers and Teaching, 17(1), 91-113. doi:10.1080/13540602.2011.538499
  • Jesson, J. K., Matheson, L., & Lacey, F. M. (2011). Doing your literature review: Traditional and systematic techniques. Los Angeles, CA: SAGE Publications.
  • Johnston, B. (2003). Values in English Language Teaching. New Jersey: Lawrence Erlbaum Associates.
  • Johnston, B. (2009). Collaborative Teacher Development. In A. Burns & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 241-250). New York: Cambridge University Press.
  • Kang, Y., & Cheng, X. (2013). Teacher learning in the workplace: A study of the relationship between a novice EFL teacher's classroom practices and cognition development. Language Teaching Research, 18(2), 169-186. doi:10.1177/1362168813505939
  • Kiely, R., & Davis, M. (2010). From transmission to transformation: Teacher learning in English for speakers of other languages. Language Teaching Research, 14(3), 277-295. doi:10.1177/1362168810365241
  • Kocooglu, Z. (2008). TURKISH EFL STUDENT TEACHERS' PERCEPTIONS ON THE ROLE OF ELECTRONIC PORTFOLIOS IN THEIR PROFESSIONAL DEVELOPMENT. The Turkish Online Journal of Educational Technology, 7(3), 71-79.
  • Kong, M. L. F. (2016). On teaching methods: The personal experiences of teachers of English. RELC Journal. doi:10.1177/0033688216661251
  • Kuijpers, J. M., Houtveen, A. A. M., & Wubbels, T. (2010). An integrated professional development model for effective teaching. Teaching and Teacher Education, 26(8), 1687-1694. doi:10.1016/j.tate.2010.06.021
  • Leung, C. (2009). Second Language Teacher Professionalism. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 49-59). New York: Cambridge University Press.
  • Lewis, C. & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: Research lessons and the improvement of Japanese education. American Educator, Winter, 14 (17), 50 -52.
  • Liu, M.-H., & Kleinsasser, R. C. (2014). Fostering Online Professional Development Between EFL Preservice and Inservice Teachers: Affordances and Challenges. English Teaching & Learning, 38(2), 29-64.
  • Lucas, T., & Grinberg, J. (2008). Responding to the linguistic reality of mainstream classrooms: preparing all teachers to teach English language learners. In Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts (3rd ed.) (pp. 607-637). New York: Routledge.
  • Mahmoudi, F., & Özkan, Y. (2015). Exploring experienced and novice teachers' perceptions about professional development activities. Procedia - Social and Behavioral Sciences, 199, 57-64. doi:10.1016/j.sbspro.2015.07.487
  • Malderez, A. (2009). Mentoring. In A. Burns & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 259-269). New York: Cambridge University Press.
  • Martin-Beltran, M., & Peercy, M. M. (2014). Collaboration to teach English language learners: Opportunities for shared teacher learning. Teachers and Teaching, 20(6), 721-737. doi:10.1080/13540602.2014.885704
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Yıl 2018, Cilt: 3 Sayı: 2, 42 - 63, 01.05.2018

Öz

Kaynakça

  • Alimirzaee, H., & Ashraf, H. (2016). On the effect of online peer knowledge sharing on Iranian EFL teachers' professional development. Theory and Practice in Language Studies, 6(1), 134. doi:10.17507/tpls.0601.18
  • Atai, M. R., & Nejadghanbar, H. (2016). Unpacking in-service EFL teachers' critical incidents: The case of Iran. RELC Journal, 47(1), 97-110. doi:10.1177/0033688216631177
  • Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20. doi:10.1016/j.tate.2010.08.007
  • Avidov-Ungar, O. (2016). A model of professional development: Teachers' perceptions of their professional development. Teachers and Teaching. doi:10.1080/13540602.2016.1158955
  • Bai, B. (2014). Enhancing in-service teachers' professional learning through a school-based professional development programme in Hong Kong. Journal of Education for Teaching, 40(4), 434-436. doi:10.1080/02607476.2014.929380
  • Bailey, K. M. (2009). Language Teacher Supervision. In A. Burns & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 269-279). New York: Cambridge University Press.
  • Bocala, C. (2015). From experience to expertise. Journal of Teacher Education, 66(4), 349-362. doi:10.1177/0022487115592032
  • Bolam, R. (2002). Professional development and professionalism. In T. Bush & L. Bell (Eds.), The principles and practice of educational management (pp. 103-118). London: Paul Chapman.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. doi:10.3102/0013189x033008003
  • Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. International Encyclopedia of Education, 7, 548-556.
  • Bransford, J., Darling-Hammond, L., & LePage, P. (2005). Introduction. In J. Darling-Hammond & L. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 1-39). San Franscisco: Jossey Bass.
  • Burns, A., & Richards, J. C. (Eds.). (2009). The Cambridge guide to second language teacher education. New York: Cambridge University Press.
  • Chen, W.-C. (2012). Professional growth during cyber collaboration between pre-service and in-service teachers. Teaching and Teacher Education, 28(2), 218-228. doi:10.1016/j.tate.2011.09.010
  • Chen, C. W., & C, Y. (2014). Learning from Team Teaching and Beyond: A Case Study on EFL Teachers' Professional Development. Pan-Pacific Association of Applied Linguistics, 18(1), 33-47.
  • Choi, T. H. (2013). Autobiographical reflections for teacher professional learning. Professional Development in Education, 39(5), 822-840. doi:10.1080/19415257.2012.737355
  • Cinarbas, H. I., & Hos, R. (2016). Cultural responsiveness in EFL teaching: reflections from native instructors. Journal of Language and Cultural Education, 4(2). doi:10.1515/jolace-2016-0014
  • Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E. (Eds.). (2008). The development of the personal self and professional identity in learning to teach. In Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts (3rd ed.) (pp. 732-755). New York: Routledge.
  • Corcoran, J., Littell, J. H., & Pillai, V. K. (2008). Systematic reviews and Meta-Analysis (pocket guides to social work research methods). Oxford: Oxford University Press, USA.
  • Darling-Hammond, L., & McLaughlin, M. W. (2011). Policies that support professional development in an era of reform. Phi Delta Kappan, 92(6), 81-92. doi:10.1177/003172171109200622
  • de Vries, S., van de Grift, W. J. C. M., & Jansen, E. P. W. A. (2014). How teachers' beliefs about learning and teaching relate to their continuing professional development. Teachers and Teaching, 20(3), 338-357. doi:10.1080/13540602.2013.848521
  • Doering, A., Hughes, J., & Huffman, D. (2003). Preservice teachers. Journal of Research on Technology in Education, 35(3), 342-361. doi:10.1080/15391523.2003.10782390
  • Donato, R. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 27-50). Oxford: Oxford University Publishing.
  • Eekelen, I. M. V., Boshuizen, H. P. A., & Vermunt, J. D. (2005). Self-regulation in higher education teacher learning. Higher Education, 50(3), 447-471. doi:10.1007/s10734-004-6362-0
  • Farrell, T. S. C. (2015). The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research. doi:10.1177/1362168815617335
  • Feiman-Nemser, S. (2008). Teacher Learning: How do teachers learn to teach? In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts (3rd ed.) (pp. 697-760). New York: Routledge.
  • Florio-Ruane, S. (2002). More light: An argument for complexity in studies of teaching and teacher education. Journal of Teacher Education, 53(3), 205-215. doi:10.1177/0022487102053003003
  • Franson, C., & Holliday, A. (2009). Social and Cultural Perspectives. In A. Burns & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 40-47). New York: Cambridge University Press.
  • Gan, Z. (2014). Learning from interpersonal interactions during the practicum: A case study of non-native ESL student teachers. Journal of Education for Teaching, 40(2), 128-139. doi:10.1080/02607476.2013.869969
  • Gleeson, M., & Davison, C. (2016). A conflict between experience and professional learning: Subject teachers beliefs about teaching English language learners. RELC Journal, 47(1), 43-57. doi:10.1177/0033688216631221
  • Goh, L., & Loh, K.-C. (2013). "Let them fish": Empowering student-teachers for professional development through the project approach. Educational Action Research, 21(2), 202-217. doi:10.1080/09650792.2013.789725
  • Gough, D., Oliver, S., & Thomas, J. (Eds.). (2012). An introduction to systematic reviews. Thousand Oaks, CA: SAGE Publications.
  • Hammerness, K., Darling-Hammond, L., & Bransfords, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransfords (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358-389). San Francisco, CA: Jossey-Bass.
  • Hardre, P. L., Ling, C., Shehab, R. L., Nanny, M. A., Nollert, M. U., Refai, H., … Wollega, E. D. (2013). Teachers in an Interdisciplinary learning community: Engaging, integrating, and strengthening K-12 education. Journal of Teacher Education, 64(5), 409-425. doi:10.1177/0022487113496640
  • Harmer, J. (2007). The practice of English language teaching with DVD (4th edition) (Longman handbooks for language teachers) (4th ed.). Harlow, England: Pearson Longman ELT.
  • Hoekstra, A., & Korthagen, F. (2011). Teacher learning in a context of educational change: Informal learning versus systematically supported learning. Journal of Teacher Education, 62(1), 76-92. doi:10.1177/0022487110382917
  • Horwitz, E. K. (2008). Becoming a Language Teacher: A Practical Guide to Second Language Learning and Teaching (1st Edition ed.). Pearson Education.
  • Hos, R., & Topal, H. (2013). The Current Status of English as a Foreign Language (EFL) Teachers' Professional Development in Turkey: A Systematic Review of Literature. Anthropologist, 16(1-2), 293-305.
  • Hos, R., Yagci, H., & Cinarbas, H. I. (2016). Turkish EFL students' perceptions about blended English courses in a teacher education program. International Journal of Social Sciences and Education Research, 2(3), 774-784. doi:10.24289/ijsser.279022
  • Hung, H.-T., & Yeh, H.-C. (2013). Forming a change environment to encourage professional development through a teacher study group. Teaching and Teacher Education, 36, 153-165. doi:10.1016/j.tate.2013.07.009
  • Hutchinson, M., & Hadjioannou, X. (2011). Better serving the needs of limited English proficient (LEP) students in the mainstream classroom: Examining the impact of an inquiry-based hybrid professional development program. Teachers and Teaching, 17(1), 91-113. doi:10.1080/13540602.2011.538499
  • Jesson, J. K., Matheson, L., & Lacey, F. M. (2011). Doing your literature review: Traditional and systematic techniques. Los Angeles, CA: SAGE Publications.
  • Johnston, B. (2003). Values in English Language Teaching. New Jersey: Lawrence Erlbaum Associates.
  • Johnston, B. (2009). Collaborative Teacher Development. In A. Burns & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 241-250). New York: Cambridge University Press.
  • Kang, Y., & Cheng, X. (2013). Teacher learning in the workplace: A study of the relationship between a novice EFL teacher's classroom practices and cognition development. Language Teaching Research, 18(2), 169-186. doi:10.1177/1362168813505939
  • Kiely, R., & Davis, M. (2010). From transmission to transformation: Teacher learning in English for speakers of other languages. Language Teaching Research, 14(3), 277-295. doi:10.1177/1362168810365241
  • Kocooglu, Z. (2008). TURKISH EFL STUDENT TEACHERS' PERCEPTIONS ON THE ROLE OF ELECTRONIC PORTFOLIOS IN THEIR PROFESSIONAL DEVELOPMENT. The Turkish Online Journal of Educational Technology, 7(3), 71-79.
  • Kong, M. L. F. (2016). On teaching methods: The personal experiences of teachers of English. RELC Journal. doi:10.1177/0033688216661251
  • Kuijpers, J. M., Houtveen, A. A. M., & Wubbels, T. (2010). An integrated professional development model for effective teaching. Teaching and Teacher Education, 26(8), 1687-1694. doi:10.1016/j.tate.2010.06.021
  • Leung, C. (2009). Second Language Teacher Professionalism. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 49-59). New York: Cambridge University Press.
  • Lewis, C. & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: Research lessons and the improvement of Japanese education. American Educator, Winter, 14 (17), 50 -52.
  • Liu, M.-H., & Kleinsasser, R. C. (2014). Fostering Online Professional Development Between EFL Preservice and Inservice Teachers: Affordances and Challenges. English Teaching & Learning, 38(2), 29-64.
  • Lucas, T., & Grinberg, J. (2008). Responding to the linguistic reality of mainstream classrooms: preparing all teachers to teach English language learners. In Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts (3rd ed.) (pp. 607-637). New York: Routledge.
  • Mahmoudi, F., & Özkan, Y. (2015). Exploring experienced and novice teachers' perceptions about professional development activities. Procedia - Social and Behavioral Sciences, 199, 57-64. doi:10.1016/j.sbspro.2015.07.487
  • Malderez, A. (2009). Mentoring. In A. Burns & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 259-269). New York: Cambridge University Press.
  • Martin-Beltran, M., & Peercy, M. M. (2014). Collaboration to teach English language learners: Opportunities for shared teacher learning. Teachers and Teaching, 20(6), 721-737. doi:10.1080/13540602.2014.885704
  • Miller, J. (2011). Teachers' work in culturally and linguistically diverse schools. Teachers and Teaching, 17(4), 451-466. doi:10.1080/13540602.2011.580521 Nami, F., Marandi, S. S., & Sotoudehnama, E. (2015). CALL teacher professional growth through lesson study practice: An investigation into EFL teachers' perceptions. Computer Assisted Language Learning, 29(4), 658-682. doi:10.1080/09588221.2015.1016439
  • National Clearinghouse for English Language Acquisition (NCELA). (2007). The growing number of limited English proficient students, 1996-2006. Washington, DC: NCELA
  • Nelson, T., & Slavit, D. (2008). Supported teacher collaborative inquiry. Teacher Education Quarterly, 35(1), 99-116.
  • O'Dwyer, J. B., & Atlı, H. H. (2014). A study of in-service teacher educator roles, with implications for a curriculum for their professional development. European Journal of Teacher Education, 38(1), 4-20. doi:10.1080/02619768.2014.902438
  • Padwad, A., & Dixit, K. K. (2008). Impact of Professional Learning Community Participation on Teachers' Thinking about Classroom Problems. TESL-EJ, 12(3), 1-11.
  • Parsaiyan, S. F., Ghahremani Ghajar, S. ., Salahimoghaddam, S., & Janahmadi, F. (2015). From spectator to composer: The roses and rocks in the life of a language teacher. Language Teaching Research, 20(2), 196-208. doi:10.1177/1362168815614339
  • Petticrew, M., & Roberts, H. (2005). Systematic reviews in the social sciences: A practical guide (3rd ed.). Malden, MA: Wiley-Blackwell (an imprint of John Wiley & Sons Ltd).
  • Richards, J. C., & Farrell, T. S. C. (2005). Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.
  • Saito, E. (2012). Key issues of lesson study in Japan and the United States: A literature review. Professional Development in Education, 38(5), 777-789. doi:10.1080/19415257.2012.668857
  • Sakamoto, N. (2011). Professional development throughkizuki- cognitive, emotional, and collegial awareness. Teacher Development, 15(2), 187-203. doi:10.1080/13664530.2011.571501
  • Sharkey, J., Clavijo Olarte, A., & Ramirez, L. M. (2016). Developing a deeper understanding of community-based Pedagogies with teachers: Learning with and from teachers in Colombia. Journal of Teacher Education, 67(4), 306-319. doi:10.1177/0022487116654005
  • Singh, G. (2006). Teaching and learning in the language teacher education course room: A critical Sociocultural perspective. RELC Journal, 37(2), 149-175. doi:10.1177/0033688206067426
  • Susoy, Z. (2015). Watch your teaching: A reflection strategy for EFL Pre-service teachers through video recordings. Procedia - Social and Behavioral Sciences, 199, 163-171. doi:10.1016/j.sbspro.2015.07.501
  • Westheimer, J. (2008). Learning among colleagues: teacher community and the shared enterprise of education. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of Research on Teacher Education Enduring Questions in Changing Contexts (3rd ed.) (pp. 756-784). New York: Routledge.
  • Wong-Fillmore, L., & Snow, C. (2005). What teachers need to know about language. In T. Adger, C. E. Snow, & D. Christian (Eds.), What teachers need to know about language (pp. 7-54). Washington, DC: Lawrence Erlbaum.
  • Xu, Y. (2013). Becoming researchers: A narrative study of Chinese university EFL teachers' research practice and their professional identity construction. Language Teaching Research, 18(2), 242-259. doi:10.1177/1362168813505943
  • Yumru, H. (2015). EFL teachers' preferences for teacher learning activities in a professional development course. Procedia - Social and Behavioral Sciences, 199, 178-183. doi:10.1016/j.sbspro.2015.07.503
  • Zandi, P., Thang, S. M., & Krish, P. (2014). Teacher professional development through Blogging: Some preliminary findings. Procedia - Social and Behavioral Sciences, 118, 530-536. doi:10.1016/j.sbspro.2014.02.072
  • Zwart, R. C., Wubbels, T., Bolhuis, S., & Bergen, T. C. M. (2008). Teacher learning through reciprocal peer coaching: An analysis of activity sequences. Teaching and Teacher Education, 24(4), 982-1002. doi:10.1016/j.tate.2007.11.003
Toplam 74 adet kaynakça vardır.

Ayrıntılar

Bölüm Articles
Yazarlar

Halil İbrahim Çınarbaş

Rabia Hoş Bu kişi benim

Yayımlanma Tarihi 1 Mayıs 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 3 Sayı: 2

Kaynak Göster

APA Çınarbaş, H. İ., & Hoş, R. (2018). A Systematic Review of Professional Development Programs for Language Teachers over ten years: Regional Perspectives. Turkish Online Journal of English Language Teaching, 3(2), 42-63.
AMA Çınarbaş Hİ, Hoş R. A Systematic Review of Professional Development Programs for Language Teachers over ten years: Regional Perspectives. TOJELT. Mayıs 2018;3(2):42-63.
Chicago Çınarbaş, Halil İbrahim, ve Rabia Hoş. “A Systematic Review of Professional Development Programs for Language Teachers over Ten Years: Regional Perspectives”. Turkish Online Journal of English Language Teaching 3, sy. 2 (Mayıs 2018): 42-63.
EndNote Çınarbaş Hİ, Hoş R (01 Mayıs 2018) A Systematic Review of Professional Development Programs for Language Teachers over ten years: Regional Perspectives. Turkish Online Journal of English Language Teaching 3 2 42–63.
IEEE H. İ. Çınarbaş ve R. Hoş, “A Systematic Review of Professional Development Programs for Language Teachers over ten years: Regional Perspectives”, TOJELT, c. 3, sy. 2, ss. 42–63, 2018.
ISNAD Çınarbaş, Halil İbrahim - Hoş, Rabia. “A Systematic Review of Professional Development Programs for Language Teachers over Ten Years: Regional Perspectives”. Turkish Online Journal of English Language Teaching 3/2 (Mayıs 2018), 42-63.
JAMA Çınarbaş Hİ, Hoş R. A Systematic Review of Professional Development Programs for Language Teachers over ten years: Regional Perspectives. TOJELT. 2018;3:42–63.
MLA Çınarbaş, Halil İbrahim ve Rabia Hoş. “A Systematic Review of Professional Development Programs for Language Teachers over Ten Years: Regional Perspectives”. Turkish Online Journal of English Language Teaching, c. 3, sy. 2, 2018, ss. 42-63.
Vancouver Çınarbaş Hİ, Hoş R. A Systematic Review of Professional Development Programs for Language Teachers over ten years: Regional Perspectives. TOJELT. 2018;3(2):42-63.