Mesleki Gelişim: Öğrenen olarak Öğretmen Eğitimcileri

Abstract

ABSTRACT. This study outlines the professional development of teacher educators. More specially, teacher educators' descriptions and definitions of professional development and their participating professional development activities are examined. Further, to what extent teacher educators develop themselves in the professional sense, and supports and obstacles are explored. Within a case design, fourteen teacher educators were interviewed. Data were triangulated with annual performance reports. Findings point to high enthusiasm of participants in developing their knowledge, skills and attitudes in their profession despite some obstacles. However, their descriptions of professional development are not clear and confused with in-service training. The findings also highlight the discussion about who should support teacher educators' professional development. Keywords: Professional development, in-service training, teacher educators SUMMARY Purpose and Significance: The qualities and characteristics of teacher educators is one of the hottest educational discourses in the last decade. Beyond this discussion, educational policy makers and researchers recognized the role of professional development in teacher educators' work quality. Less attention is, however, given to the professional development of teacher educators in Turkey which is the main focus of this study. With this starting point, the purpose of the present study is to explore how teacher educators describe and comprehend the issue of professional development. More specially, teacher educators' descriptions and definitions of professional development and their participating professional development activities are examined. Further, to what extent teacher educators develop themselves in the professional sense, and supports and obstacles are explored. Methods: Within a case design, fourteen teacher educators in a private university at Northern Cyprus of Turkish Republic were interviewed through semi-structured interview protocols. Data were triangulated with annual performance reports obtained from faculty administration. The inter-coder reliability was ensured; all data were coded by three researchers and the codes were cross-checked to provide the consensus. Themes and categories were formed based on the codes. Results: According to the results, four categories were observed namely; professional development approach, professional development of teacher educators, participating in professional development activities, and the role of institution on professional development. Under these categories different themes were observed. Under the first category, description of professional development, understanding of professional development, and the characteristics of professional development themes were explored. In the second category, teacher educators mentioned the needed frequency of professional development activities and professional development needs of teacher educators. Under the third category, the type and kind of activities, how and from where they find...

Okul Müdürlerinin Sınıf Öğretmenlerine Hizmetiçi Eğitim Sürecinde Kazandırılması Gereken Mesleki Değerler ve Mesleki Becerilere İlişkin Görüşleri

“…Actually, in the previous studies, it was emphasized that teachers 'must be a model for educational stakeholders in developing national and universal values' (MEB, 2008); 'must be an ethic leader model in the classroom' (Lehr, 2003); 'must be an efficient model to teach values' (Çetingöz, 2015). In a study conducted by Vidovic and Velkovski (2013) it was expressed that teachers must have personal values such as collaboration, sharing developments in the field with colleagues and renewing oneself; in another study conducted by Boydak-Özan, Polat, and Şener (2014) the findings show that teachers must follow up on publications on innovations about their areas; in the researches of Gökmenoğlu, Beyazova, and Kılıçoğlu (2015), NCATE ( 2006), Uştu, Taş-Mentiş, and Sever (2016) the findings revealed that the teachers should have professional values in the form of sharing and solidarity. In the studies conducted by Çubukçu et al (2012), Işıktaş (2015), Sezer (2016), it was mostly emphasized that teachers should have leadership skills.…”

“…Similarly, Eisenschmidt and Löfström (2008) suggest that teaching profession needs to be able with communication skills, democratic skills, ability to design and having comprehensive knowledge of program, the appropriate teaching process, and ability to prepare suitable learning environments for children with special education need. In addition, ability to design materials and use technology are taking part in the findings of (Gökmenoğlu, Beyazova, & Kılıçoğlu, 2015;Işıktaş, 2015;Karabacak et al, 2015;Karabacak, 2016;Özcan, 2011;Sezer, 2016;Uştu, Taş-Mentiş, & Sever, 2016;Tunca, 2012); planning skill in the finding of (Arslan & Özpınar, 2008;Sezer, 2016). Moreover, in the studies conducted by Calderhead and Shorrock (1997), Montecinos and Nielsen (1997) it was revealed that the teachers must love the children, to improve the lives of children and to have responsibility for them.…”

Öğretmenlerin Bireysel Hesap Verebilirlik Eğilimlerinin Bireysel ve Kurumsal Bağlam Özellikleri Açısından Karşılaştırılması

“…Bazı çalışmalarda da nitelikli ve başarılı bir öğretim için öğretmenlerin mesleki bilgi, beceriler ve tutumlarına ilişkin yeterlikleri ile bilgi ve beceri düzeylerinin artırılmasının gerekliliğine inandıkları gösterilmiştir (Ekici, 2014;Koçak, Turan ve Aydoğdu, 2012;Mete ve Gürsoy, 2014). Öğretmenler mesleki gelişimi değişen koşullar ve teknolojilere ayak uydurma, bilgi ve beceriyi artırma, kendini yenileme ve güncel tutma olarak algılamakta ve bir gereklilik olarak görmektedir (Altun ve Vural, 2012;Ceylan ve Özdemir, 2016;Gökmenoğlu, Beyazova ve Kılıçoğlu, 2015;Boydak, Polat ve Şener, 2014;Uştu, Mentiş ve Sever, 2016). Erdağ ve Karadağ (2018) öğretmenlerin hesap verme duygularının aynı şekilde kıdem, eğitim düzeyi, branşları ve okul türüne göre farklılık göstermediğini, öte taraftan, cinsiyetin de benzer şekilde hesap verme duygularında fark yarattığını belirlemiştir.…”

Öğretmenlerin Mesleki Gelişimlerine Odaklanan Araştırmalar Ne Söylüyor?

“…Ancak, bilgi toplumu ile yenilenen öğrenme ve öğretme süreçleri öğretmenlere karmaşıklık, öngörülemezlik ve belirsizlikler getirmiş, öğretmenlerin rollerini çeşitlendirmiş ve onlardan beklenenleri arttırmıştır. Böyle bir mesleki iklimde, öğretmenlerin daha etkin rol alarak süreci yönetebilmek için mesleki bilgi ve becerilerini geliştirmeye odaklanmaları son derece önemlidir (Day, 2007;Fullan, 2001).…”

“…The information society renewed with the learning and teaching processes brought teachers, complexity, unpredictability, uncertainties, diversified the roles of teachers, and increased expectations from them. In such a professional climate, it is crucial to focus on developing teachers' professional knowledge and skills to manage the process (Day, 2007;Fullan, 2001). Wilson (2013) defines effective professional development as content-oriented processes and activities ensuring the joint participation of teachers and administrators, consisting of school practices and policies, and having sufficient duration.…”