The Role of Graduate Education in Professional Development of Teachers: Is Graduation Enough?

Sevim, Fazilet Özge Maviş; Akin, Uğur

doi:10.15390/eb.2021.9593

Cited by 6 publications

(6 citation statements)

References 28 publications

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“…To make professional development effective for educators, Poock (2001) created a model for integrating professional development in graduate education. Consistent withSevim and Akin (2021), Poock found that the five core elements of professional development incorporated in any graduate programs should include communication, leadership, teacher and instruction, professional adaptability and self-awareness. Studies have found multidimensional factors that are associated with decisions to participate in professional development(Deci & Ryan 2002).…”

mentioning

confidence: 84%

“…Graduate education is considered the most common form of professional development. Through semistructured interviews, Sevim and Akin (2021) found that educators pursued graduate education because they aimed to achieve personal and professional development ambitions and to plan for an academic career path. Respondents reported that knowledge and skills gained through graduate education provided them with the skills of critical thinking and research, communication, and bridging theory-practice relationships.…”

Section: Literature Reviewmentioning

confidence: 99%

“…While the purpose and content of today's workshops and training programs are redundant and ineffective, graduate education has become teachers' preference to raise their professional growth, ethics and attitudes (Berkant & Baysal, 2017;Glaveski, 2019). Graduate programs that bridge research with education practice can raise wellequipped and qualified teachers and offer them a path for personal and professional success (Sevim & Akin, 2021;Vural & Basaran, 2021). Taking charge of own career advancement and establishing a clear career path should be relevant to teachers' decisions to invest time and energy in graduation education (Sevim & Akin, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Graduate programs that bridge research with education practice can raise wellequipped and qualified teachers and offer them a path for personal and professional success (Sevim & Akin, 2021;Vural & Basaran, 2021). Taking charge of own career advancement and establishing a clear career path should be relevant to teachers' decisions to invest time and energy in graduation education (Sevim & Akin, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Other principals' duties include handling difficult situations with students, creating a safe and comfortable learning environment, supporting and encouraging teachers, managing limited resources, abiding by all the government rules and regulations, and enhancing school reputations(Fourie, 2018).Graduate education is considered the most common form of professional development. Through semistructured interviews,Sevim and Akin (2021) found that educators pursued graduate education because they aimed to achieve personal and professional development ambitions and to plan for an academic career path. Respondents reported that knowledge and skills gained through graduate education provided them with the skills of critical thinking and research, communication, and bridging theory-practice relationships.…”

mentioning

confidence: 99%

See 4 more Smart Citations

“It’s more than the money!” How personal and professional attitudes contribute to aspiring school leaders’ career development

2023

KJSS

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School principals and perhaps aspiring school administrators are the most misunderstood people in all of education. The general public often believes that these educators leave the classroom for administration because they are burnt out from teaching and/or care about financial rewards or increased salaries (though experienced teachers and assistant principals earn almost equivalent salaries). Arguably, the current research found that aspiring school leaders had profoundly intrinsic rewards for pursuing careers in school administration. More specifically, the research found that self-growth and professional growth had a positive influence on decisions to pursue graduate education, although the effect size of professional growth (β = .34) was higher than that of personal growth (β = .19). In sum, an aspiring future school leader who wants to grow has a desire to learn. With intrinsic motivation, he/she keeps learning and improving because it is the right thing to do and gives them a personal sense of reward. Professional development should be designed to meet the personal and professional needs of educational practitioners.

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confidence: 84%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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“It’s more than the money!” How personal and professional attitudes contribute to aspiring school leaders’ career development

2023

KJSS

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The mediating role of teacher self-efficacy in predicting teachers’ research attitudes

Tekin

2023

Teacher Development

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The Health and Physical Education Masters of Education Experience

Gleddie,

Kinsella,

Harding-Kuriger

et al. 2024

Journal of Teaching in Physical Education

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Purpose: The rationale for teacher-focused graduate education encompasses diverse motivation, including: enhance salaries, elevate professional status, meet licensure requirements, and improvement of teacher effectiveness (professional development). Despite the proliferation of graduate programs for in-service educators, their impact on teachers, their contexts (schools), and their students remains unclear. This study explored graduate student experiences within a Health and Physical Education Masters of Education cohort. Method: Employing Dewey’s theory of experience and interpretive inquiry, interviews were conducted with students after the first year (n = 11) and upon program completion (n = 10). Interviews were transcribed, coded, and themed. Results: Students expressed deep experiences of growth, reflection, and challenges, which were organized into four themes: (a) theory to practice and back again, (b) multiple perspectives, (c) becoming a community, and (d) transforming purpose. Discussion/Conclusion: The findings inform new cohorts, graduate programs, and future work on a Deweyan framework for graduate studies in Health and Physical Education as transformative professional learning.

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The Role of Graduate Education in Professional Development of Teachers: Is Graduation Enough?

Cited by 6 publications

References 28 publications

“It’s more than the money!” How personal and professional attitudes contribute to aspiring school leaders’ career development

“It’s more than the money!” How personal and professional attitudes contribute to aspiring school leaders’ career development

The mediating role of teacher self-efficacy in predicting teachers’ research attitudes

The Health and Physical Education Masters of Education Experience

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