2020
DOI: 10.47216/literacytrek.793002
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English language teachers’ insights into continuous professional development: A cross-case exploration

Abstract: This qualitative cross-case study explores and reflects on the insights of six English language teachers working at one secondary school and one tertiary level institution in Turkey regarding the Continuous Professional Development (CPD) practices offered by their institutions respectively. It also investigates what contextual factors interact with these teachers' insights and experiences about CPD as part of teacher education regarding within-case and cross-case differences. The data were collected through se… Show more

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Cited by 1 publication
(2 citation statements)
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“…In the process, teachers shape their own PD, by choosing what aspects to focus on, the time frame, the location, and with whom they want to work and how they work on a PD activity. This type of bottom-up, self-directed PD leads to self-determination, motivation, and positive and sustainable professional growth (Mercer et al, 2022), promoting agency, collaboration, and reflective thinking (Başar et al, 2020;Dikilitaş, 2020;Kuchah et al, 2019). In line with this perspective, the current study adopts a flexible, bottom-up, and self-directed approach to PD in which teachers play a leading role in the design and application of a PD practice based on CO. CO, one of the practices fostering reflective thinking, may be conducted formally by a teacher educator observing and evaluating a teacher's lesson (Copland and Donaghue, 2019;Wragg, 2011).…”
Section: Literature Reviewmentioning
confidence: 92%
See 1 more Smart Citation
“…In the process, teachers shape their own PD, by choosing what aspects to focus on, the time frame, the location, and with whom they want to work and how they work on a PD activity. This type of bottom-up, self-directed PD leads to self-determination, motivation, and positive and sustainable professional growth (Mercer et al, 2022), promoting agency, collaboration, and reflective thinking (Başar et al, 2020;Dikilitaş, 2020;Kuchah et al, 2019). In line with this perspective, the current study adopts a flexible, bottom-up, and self-directed approach to PD in which teachers play a leading role in the design and application of a PD practice based on CO. CO, one of the practices fostering reflective thinking, may be conducted formally by a teacher educator observing and evaluating a teacher's lesson (Copland and Donaghue, 2019;Wragg, 2011).…”
Section: Literature Reviewmentioning
confidence: 92%
“…Having witnessed the prevalence of top-down PD activities in the context of Türkiye (Başar et al, 2020;Hos and Topal, 2013), the current study adopted a qualitative case study design to explore four tertiary-level EFL instructors' insights into self-tailored CO. We opted for an exploratory case study since it provides 'an in-depth description and analysis' of a chosen case, which could be a single person or a group of people and develops ideas for further studies (Merriam and Tisdell, 2015: 39;Yin, 2018). Descriptive in nature, the case study design appeared to fit in our research as the case may represent 'a typical instance of other comparable cases', that is, the insights of the participants in the current study might shed light on what EFL instructors think of top-down and teacher-tailored CO (Saldaña and Omasta, 2016: 214).…”
Section: Methodsmentioning
confidence: 99%