Effective Professional Development forTeachers

Öz

Teachers have a more significant influence on student achievement than any other school factor and among teacher characteristics; professional development of teacher is important issue for student outcomes. Research has shown that quality professional development canchange teachers’practices and positively affect student learning. Effective professional development engages teachers in learning opportunities that are supportive, job-embedded, instructionally-focused, collaborative, and ongoing. When guided by these characteristics, school leaders can design meaningful learning experiences for all teachers. Professional development involves comprehensive, sustained and systemic learning experiences that are based on identified needs of teachers, and result in improved instructional effectiveness and increased student achievement and performance outcomes." In this article effective professional development for teachers has been discussed and some implications for Turkish school system suggested.

Anahtar Kelimeler

• Teacher, professional development, teacher characteristic.

Öğretmenler İçin Etkili Mesleki Gelişim Faaliyetleri

Öz

Öğretmenler diğer okul faktörlerine oranla öğrenci öğrenmesinde daha fazla öneme sahip olup, öğretmen özellikleri içerinde de mesleki gelişim öğrenci öğrenmesinde önemli bir konu alanı olarak karşımıza çıkmaktadır. Araştırmalar, kaliteli mesleki gelişim öğretmenin uygulamalarını değiştirip, öğrenci öğrenmesini olumlu etkileyebilir. Etkili mesleki gelişim faaliyetleri öğretmenleri destekleyici, iş içine yerleştirilmiş, öğretim odaklı, işbirlikçi ve süreklilik arz eden öğrenme fırsatları ile meşgul eder. Bu özellikler tarafından yönlendirildiğinde, okul liderleri öğretmenler için anlamlı öğrenme deneyimleri sunabilirler. Mesleki gelişim faaliyetleri, öğretmenin tanımlanmış ihtiyaçları üzerine temellendirilen kapsamlı, sürdürülebilir ve sistemli öğrenme deneyimlerinden oluşan; öğretimsel etkililikle sonuçlanan, öğrenci başarı ve performans çıktılarının artmasını gerektirmektedir. Bu makalede, öğretmenler için etkili mesleki gelişim faaliyetleri tartışılmış ve Türk Eğitim Sistemi için öneriler geliştirmiştir.

Anahtar Kelimeler

• Öğretmen, mesleki gelişim, öğretmen özellikleri

Kaynakça

1. Archibald, S.,Coggshall, J. G., Croft, A., &Goe, L. (2011). Highqualityprofessionaldevelopmentforallteachers: Effectivelyallocatingresources (ResearchandPolicyBrief). RetrievedfromNationalComprehensive Center forTeacherQualitywebsite: http://www.tqsource.org/publications/HighQualityProfessionalDeve lopment.pdf. Erişim Tarihi: 28.10.2012
2. Borko, H. (2004). Professional developmentandteacherlearning: Mappingtheterrain. EducationalResearcher, 33(8), 3-15.
3. Boyle, B.,&Lamprianou, J. (2006). What is thepoint of professionaldevelopment? Thefirstthreeyears of a longitudinalresearchstudy. Journal of In-Service Education, 32(1), 129-1
4. CDEST (CommonwealthDepartment of EducationScienceand Training), (2001). MakingBetterConnections: Models of teacher Professional developmentforTheintegration of informationandcommunicationtechnologyintoclassroompractice. Cohen, D. K.,&Hill, H. C. (2000). Instructionalpolicyandclassroomperformance: Themathematics reform in California. TeachersCollegeRecord, 102(2), 294–343.
5. Darling-Hammond, L. (2000). Teacherqualityandstudentachievement: A review of statepolicyevidence. EducationalPolicy Analysis Archives, 8(1).
6. Desimone, L, M.,Porter, A. C., Garet, M. S., Yoon, K. S. ve Birman, B. F. (2002). Effects of professionaldevelopment on teachers’ instructionresultsfrom a three-yearlongitudinalstudy. Educational Evaluation andPolicy Analysis. 24, 2, 81-112.
7. Drage, K. (2010). Professional development: Implicationsfor Illinois careertechnicaleducataionteachers. Journal of Careerand Technical Education. 25 (2), 27-37.
8. Daresh, J. C. (2003). Teachersmentoringteachers. ThousandOaks, CA: CorwinPress.

9. Fullan, M. Ve Steigelbauer, S. (1991). Themeaning of educationalchange. (ikinci baskı). New York: TeacherCollegePress.
10. Guskey, T. (2009). Closingtheknowledgegap on effective Professional development. EducationalHorizontal. 87 (4), 224-233.
11. Harwell, S. H. (2003). Teacherprofessionaldevelopment: It’is not an event, it’s a process. Waco, Texas: CORD.
12. Hunzicker, J. (2010). Characteristic of effective Professional development: A checklist. http://rt3nc.ncdpi.wikispaces.net/file/view/design+checklist.pdf Erişim Tarihi: 28.10.2101.
13. Jones, E.A.,Voorhees, R.A. &Paulson, K. (2002). Definingandassessinglearning: exploringcompetency-basedinitiatives, Washington: Councilof theNationalPostsecondaryEducationCooperative (NPEC), U.S.Department of Education, National Center forEducationStatistics.
14. Kent, A. M. (2004). ImprovingTeacherQuality Through Professional Development. Education. Vol: 124, No: 3.
15. Martson, S. H. (2010). Why do theyteach? A comparison of elementary, highschool, andcollegeteachers. Education. 131 (2), 437-454.
16. Maurer, M. J. (2000). Professional development in careerandtechnicaleducation. Inbrief: Fastfactsforpolicyandpracticeno. Columbus, OH: NationalDissemination Center forCareerand Technical Education, The Ohio StateUniversity (ED 448 318).
17. Murphy, G. A. Ve Calway, B. A. (2008). Professional developmentforprofessionals: Beyond sufficiencylearning. AustralianJournal of Adult Learning. 48 (3), 424-444.
18. Musanti, S. I. ve Pence, L. P. (2010). Collaboration andteacherdevelopment: Unpackingresistance, constructingknowledge, andnevigatingidentities. TeacherEducationQuarterly. 37 (1), 73-89. Odell, S. J. (1992). Inductionsupport of newteachers: A FunctionalApproach. Journal of TeacherEducation, 37(1), 26-29.
19. Reese, S. (2010). Bringingeffectiveprofessional. Techniques. 85 (6), 38-43.
20. Roberts, T. G.,&Dyer, J. E. (2004). Inserviceneeds of traditionallyandalternativelycertifiedagricultureteachers. Journal of AgriculturalEducation, 45(4) 57-70.
21. Ruhland, S. K.,&Bremer, C. D. (2002). Professional developmentneeds of novicecareerandtechnicaleducationteachers. Journal of Careerand Technical Education, 19(1), 18-31.
22. Suber, C. (2011). Characteristics of effectiveprincipals in high-poverty South Carolina elementaryschools. International Journal of Educational Leadership.6(4), http://cnx.org/content/m41761/1.1/ Erişim Tarihi: 28.10.2012.
23. Usiskin, Z. &Dossey, J. (2004). Mathematicseducation in the United States 2004: A capsulesummaryfactbook. Reston, VA: NCTM.