Genç ö¤retim üyelerinin mesleki geliflim ihtiyaçlar›: Türkiye’deki bir devlet üniversitesinde tarama çal›flmas›

Yıl 2017, Cilt: 7 Sayı: 2, 73 - 81, 01.08.2017

Oya Yerin Güneri Yeşim Çapa Aydın Esra Eret Orhan

Öz

Bu makalede özet bulunmamaktadır.

Anahtar Kelimeler

Bu makalede anahtar sözcük bulunmamaktadır.

Professional Development Needs of Junior Faculty: A Survey Study in a Public University in Turkey

Öz

No abstract available

Anahtar Kelimeler

Faculty needs, improving higher education, junior/new faculty, professional development

Kaynakça

• Abebe, T., Bulver, K., Hanner, M. A., Kennedy-Hagan, K., Lee, J., Lovekamp, B., … Wyatt, D. (2010). Faculty development needs assessment survey. Eastern Illinois University. Accessed through <http://www.eiu. edu/~facdev/needsAssessment/survey.php> on May 23rd, 2014.
• Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10–20.
• Bender, W. N. (2012). Project-based learning: Differentiating instruction for the 21st century. Thousand Oaks, CA: Corwin Press.
• Bretag, T., Mahmud, S., Wallace, M., Walker, R., McGowan, U., East, J., & James, C. (2014). Teach us how to do it properly An Australian aca- demic integrity student survey. Studies in Higher Education, 39(7), 1150–1169.
• Brophy, J. E. (2010). Motivating students to learn (3rd ed.). New York, NY: Routledge.
• Davis, S., Kirkland, R., & Sheehan, O. (2010). 2010–2014 CORE faculty devel- opment action plan executive summary. Accessed through <www.oucom. ohiou.edu/fd/ActionPlan2010-14.htm> on October 5th, 2014.
• Elçi, A., & Yaratan, H. (2012). Needs for professional development in teaching and learning in an international university. Eurasian Journal of Educational Research, 49, 47–66.
• Ekşi, G. (2010). An assessment of the professional development needs of English language instructors working at a state university. Unpublished master’s thesis, Middle East Technical University, Ankara.
• Eret, E., & Ok, A. (2014). Internet plagiarism in higher education: Tendencies, triggering factors and reasons among teacher candidates. Assessment & Evaluation in Higher Education, 39(8), 1002–1016.
• Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391.
• Hadar, L., & Brody, D. (2010). From isolation to symphonic harmony: Building a professional development community among teacher educa- tors. Teaching and Teacher Education, 26(8), 1641–1651.
• Hahn, T. B., & Lester, J. (2012). Faculty needs and preferences for profes- sional development. Journal of Education for Library and Information Science, 53(2), 82–97.
• Kabakçı, I., & Odabaşı, H. F. (2008). The organization of the faculty devel- opment programs for research assistants: The case of education facul- ties in Turkey. Turkish Online Journal of Educational Technology, 7(3), 56–63.
• Khan, M. N., & Sarwar, M. (2011). Needs assessment of university teach- ers for professional enhancement. International Journal of Business and Management, 6(2), 208–212.
• Kitzrow, M. A. (2003). The mental health needs of today’s college students: Challenges and recommendations. NASPA Journal, 41, 165–179.
• Koç, M., Demirbilek, M., & İnce, E. Y. (2015). A needs assessment for aca- demicians’ Professional development. Education and Science, 40(177), 297–311.
• Latchem, C., Odabaşı, F. H., & Kabakçı, I. (2006). Online professional development for university teaching in Turkey: A proposal. Turkish Online Journal of Educational Technology, 5(1), 20–26.
• Macfarlane, B., Zhang, J., & Pun, A. (2014). Academic integrity: A review of the literature. Studies in Higher Education, 39(2), 339–358.
• Matsubayaski, M., Drake, E., Shaw, A., & DeZure D. (2009). Needs assessment survey results: Faculty. Office of Faculty and Organizational Design (F&OD), Michigan State University. Accessed through <http://fod.msu. edu/sites/default/files/page_media/faculty-results.pdf> on November 4th, 2014.
• McCabe, D. L., & Pavela, G. (2004). Ten (updated) principles of academic integrity: How faculty can foster student honesty. Change: The Magazine of Higher Learning, 36(3), 10–15.
• Moeini, H. (2003). A need analysis study for faculty development programs in METU and structural equation modeling of faculty needs. Unpublished doctoral thesis, Middle Technical East University, Ankara, Turkey.
• Murray, J. P. (2002). Faculty development in SACS-accredited community colleges. Community College Review, 29(4), 50–66.
• Odabaşı, H. F. (2003). Faculty point of view on faculty development. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 86–89.
• Odabaşı, H. F. (2005). The status and need for faculty development in Turkey. International Journal for Academic Development, 10(2), 139–142.
• OECD (2009). The professional development of teachers. In OECD, Creating Effective Teaching and Learning Environments: First Results from TALIS (pp. 47–86). Paris: OECD.
• Önkol, P. E. (2011). Perception of professional development at Bilkent University faculty Academic English program. Unpublished doctoral dissertation, Middle East Technical University, Ankara.
• Opre, A., Zaharie, M., & Opre, D. (2008). Faculty development: Teaching staff needs, knowledge, and priorities. Cognition, Brain and Behavior, 12(1), 29–43.
• Siddiqui, Z. S. (2006). Professional development of academics. A needs assessment. Paper presented at the First International Conference on Assessing Quality in Higher Education, Lahore, Pakistan.
• Smith, K. (2003). So, what about the professional development of teacher educators? European Journal of Teacher Education, 26(2), 201–215.
• Speck, M., & Knipe, C. (2005). Why can't we get it right? Designing high- quality professional development for standards-based schools (2nd ed.). Thousand Oaks, CA: Corwin Press.
• Swennen, A., Jones, K., & Volman, M. (2010). Teacher educators: Their identities, sub-identities and implications for professional development. Professional Development in Education, 36(1–2), 131–148.
• Taylor, A., & McQuiggan, C. (2008). Faculty development programming: If we built it, will they come? Educause Quarterly, 3, 28–37.
• Upcraft, M. L., & Schuh, J. H. (1996). Assessment in student affairs: A guide for practitioners. San Francisco, CA: Jossey-Bass.
• Vajoczki, S., & Knorr, K. (2010). Faculty development information survey prelim- inary results. McMaster University report. Accessed through <http://cll. mcmaster.ca/resources/pdf/FDIS%20-%20Prelim%20Results%20 Report.pdf> on April 28th, 2014.
• Van Schalkwyk, S., Leibowitz, B., Herman, N., & Farmer, J. (2015). Reflections on professional learning: Choices, context and culture. Studies in Educational Evaluation, 46, 4–10.
• Wallin, D. L., & Smith, C. L. (2005). Professional development needs of full-time faculty in technical colleges. Community College Journal of Research and Practice, 29(2), 87–108.