Abstract
The purpose of this study is to provide a model for effective professional development by taking the opinions of the primary school teachers on professional development. Grounded theories and techniques which are qualitative research methods have used in the research. Twenty primary school teachers from a district, Küçükçekmece, Istanbul participated in the study, and the data were collected through interview. To reach the model, firstly, the opinions of the participants about the concept of professional development, the processes of providing professional development and the characteristics of effective professional development were taken. The opinions about the idea of professional development are in three sub-categories: change, experience, and burnout; views on the processes of ensuring professional development are in four sub-categories: physical conditions, technology, academic resource, and training process and opinions on the characteristics of effective professional development are being convenience to the needs, right of choice, appropriate content selection, development strategy, active learning environment, and cooperation. In the light of these results, effective professional development model categories are feeling a need, goal setting, planning, development process, and evaluation respectively and these categories constitute a cycle in itself. It was concluded that there should be support and monitoring activities to ensure coordination between the main categories and teacher(s).
Highlights
Developments such as the expectations of the 21st century’s from individuals, international student exams, globalization, speed of access to information and new technologies have led to changes in teacher competencies and the roles expected from them
It was tried to be reached the main purpose by taking opinions of the professional teachers about the professional development concept, the processes of providing professional development and the characteristics of effective professional development (Figure 1)
When teachers’ perceptions of professional development are examined, it is seen that they focus on three concepts: change, experience, and burnout
Summary
Developments such as the expectations of the 21st century’s from individuals, international student exams, globalization, speed of access to information and new technologies have led to changes in teacher competencies and the roles expected from them. In line with the changing needs, the need for teachers to acquire new knowledge, skills, and attitudes makes professional development important. Professional development includes processes of supporting the development of professional knowledge, skills, values, and attitudes. As a result of the development of the teacher’s professional behavior; students, school administrators, and families benefit from this. Professional development is a process starting from pre-service and continuing with the first step to teaching and in service. Professional development aims to inform teachers about changing and developing educational approaches. It seeks to provide the necessary knowledge, skills, and behaviors to make them more effective and efficient teachers (Aytaç, 2000). Teachers can use professional development to gain in-depth knowledge about a subject. It can be used to contribute to their academic or professional expertise (Lieberman, 1995)
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