Teachers' professional development in Turkish context: Issues and suggestions
Makaleler > Tam Makale · 2012
Yazarlar: Nilay BÜMEN, Alev ATEŞ ÇOBANOĞLU, Esra Cakar, Gonca Ural, Veli Acar
Milli Egitim, Diğer Kurumların Hakemli Dergileri, Uluslararası, Scopus, 2012, cilt 1, ss 31-50
Özet
Although it is mentioned many times at both 17th and 18th National Education Councils, ninth National Development Plan and 60th Government Action Plan in the last decade, there are serious challenges upon teachers' professional development (PD) in Turkey. According to some studies, Turkey has a young teacher staff but their PD needs can not be fully analyzed and most teachers consider that the PD activities they participated are ineffective. Traditional courses and seminars are ineffective since they are mostly theoretical, decontextualized, didactical, without monitoring and feedback. Therefore, there is a serious and radical transformation need for teachers' PD. Recently, as a sign of a revival, the Turkish Ministry of National Education is also aware of this issue and related studies have been increased. In this study, effective teacher PD and its problems were investigated by examining the articles, doctoral dissertations and large scale reports published in the last decade and several suggestions were provided accordingly.