Okul Temelli Mesleki Gelişim Modeline Yönelik Koordinatör Görüşleri

Abstract

The study aims to identify the views of coordinators who work at secondary schools in the Ankara, Bolu, Hatay, Izmir, Kocaeli, and Van provinces and will participate in pilot implementations related to School Based Professional Development Model based on teacher competencies. The study employs a qualitative research method and data collection was completed through a semi-structured interview tool used for interviews with the school coordinator (administrator) and the coordinating teachers (teacher) (n=66). Collected data were analyzed with descriptive analysis technique. Results of the study show that in general the model contributes to personal and professional development and that the structure of the model is strong since it possesses scientific principles and a guide, it directs towards a common goal and it is planned and systematic. However, the amount of preparational paperwork, lack of time, and financial resources were mentioned as both weak points of the model and among issues teachers may find problematic. Additionally, it was expressed that one of the barriers that the model may come across is the adoption and internalization of the model. It was found in the study that SWOT analysis, self-evaluation form, and prioritizing matrix were regarded as easy whereas key questions, some parts of the individual professional development plan and the codes section were seen as difficult.