In-service training of teachers in turkey at the beginning of the 2000s

Özer, Bekir

doi:10.1080/13674580400200301

Cited by 39 publications

(18 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It would be very enlightening, although beyond the scope of this study, to have the chance to address the process of their epistemology rather than the product. While a great majority of teachers are dissatisfied with the current in-service teacher training programmes, which do not contribute much to teachers' classroom performance (Haznedar 2012;Özer 2004), the action research in this case study proved to be a valuable tool, encouraging teachers to reflect on their teaching, to discover different aspects of their practices, to develop awareness on problematic areas and to search for new ways to develop themselves in their professions. In spite of inherent structural problems that stem from the highly centralized education system, which leaves teachers little room for autonomous behaviour, teachers felt empowered to control their professional status as they confronted or challenged the top-down authoritarian vision of the education system.…”

Section: Resultsmentioning

confidence: 94%

Teacher researchers in action research in a heavily centralized education system

Kayaoğlu

2015

Educational Action Research

View full text Add to dashboard Cite

Action research is characterized by a new paradigm of empowering teachers to monitor their own practices in a more autonomous manner with a vision of challenging and improving their own techniques of teaching through their own participatory research. Yet in spite of this apparently radical shift in the function of the teacher from the constant consumer of scientific theories to a researcher, as envisioned, the concept of action research as an in-service teacher education strategy has not received due attention in practice. For this reason, the presented case study was undertaken to examine whether the notion of action research by teachers was a viable option for in-service teacher development in a highly centralized education system. More specifically, this paper sought to answer whether teachers have any vision of what they can achieve with action research, whether there is scepticism on the part of teachers about the effectiveness and feasibility of action research as practice-based undertaking, and whether there are inherent structural problems that preclude teachers from undertaking such a role. Three English Language Teaching teachers were involved in this action research. The findings indicate that teachers, being capable of carrying out action research, were quite positive about action research and hopeful for overcoming some inadequacies in their educational environment, making it an asset for personalprofessional development despite a highly centralized education system.

show abstract

Section: Resultsmentioning

confidence: 94%

Teacher researchers in action research in a heavily centralized education system

Kayaoğlu

2015

Educational Action Research

View full text Add to dashboard Cite

show abstract

“…Allowing local in-service training would also improve the quality of inservice training as the real needs of teachers would be considered (Ozer, 2004). The emergence of school clusters that would act as local training areas with their own inservice training centre would be useful, especially for exchange of material.…”

Section: Policy Implications-conclusionmentioning

confidence: 99%

Teachers' in‐service training needs in Cyprus

Karagiorgi

Symeou

2007

European Journal of Teacher Education

View full text Add to dashboard Cite

Needs-identification studies should be systematically conducted to bring clarity to the decisions about the expectations from particular in-service training schemes. This article aims to present the results of a research study diagnosing teachers' in-service training needs in Cyprus. For the purposes of the study, questionnaires were distributed to a random stratified sample of schools state-wide. Findings outline teachers' preferences on aspects of professional development, such as content, teacher participation, efficiency and organization. Despite the resulting diversity of collected views, emerging recommendations focus on the adoption of preferred thematic orientations, the development of alternative forms of in-service training, the establishment of links with school improvement, the shift of organizational models from the central to the local level and the enhancement of teacher involvement in in-service training activities. These findings can prove significant in shaping professional development policies within the framework of a recently announced initiative for educational reform in Cyprus.Il serait indispensable de mener systématiquement des études d'identification de besoins afin d'apporter des clarifications sur les attentes de différents programmes de formation continue. L'objectif de cet article est de présenter les résultats d'une étude de recherche menée dans le but de diagnostiquer les besoins de formation initiale des enseignants à Chypre. A cette fin, des questionnaires ont été distribués à un échantillon stratifié aléatoire d'écoles dans tout l'état. Les résultats schématisent les préférences des enseignants sur des aspects du développement professionnel, tels que le contenu, la participation du professeur, l'efficacité et l'organisation. En dépit de la diversité résultante des points de vue rassemblés, les recommandations présentées se focalisent sur l'adoption d'orientations thématiques préférées, le développement de formes alternatives de formation continue, l'établissement de liens avec l'amélioration d'école, le déplacement de modèles d'organisation du niveau central au niveau local et l'encouragement de la participation des enseignants dans les activités de formation continue. Ces résultats peuvent prouver importants à la formation des politiques de développement professionnel dans le cadre d'une initiative récemment annoncée pour la réforme de l'enseignement à Chypre.Los estudios de las necesidades-identificació n se deben realizar sistemáticamente para traer la claridad a las decisiones acerca de las esperanzas de la instrucció n de esquemas particulares de instrucció n interna. Este artículo se propone presentar los resultados de un estudio de investigació n diagnostica de las necesidades en instrucció n interna de los maestros en Chipre.Por eso, los cuestionarios fueron distribuidos a una muestra estratificada aleatoria de escuelas en todo el país. Las conclusiones resumen las preferencias de los maestros en aspectos del desarrollo profesional, tal como: contento, la participació n ...

show abstract

“…Assessing needs would lead to the development of in-service teaching programmes that are feasible and within teachers' classroom realities (Hawes & Stephens, 1990;O' Sullivan, 2003). When professional development is planned and focused upon teachers' needs, it is likely to be more effective (Duncombe & Armour, 2004;Ozer, 2004). Increased responsiveness to teachers' needs would also conform to the orientations of the European Commission (2003b).…”

Section: Diagnosis Of Needs: National School and Individualmentioning

confidence: 87%