Etkili Öğretmenlerin Mesleki Gelişimi

Abstract

The purpose of the research is to examine the professional development characteristics of the effective teachers. The study was designed in the qualitative approach and as the research method, "phenomenology" was used. The participants of the research consist of 32 teachers selected as effective teachers by the Ministry of Education between 2012-2015. The research data were collected through a semi-structured interview form developed by the researcher. Content analysis was used in the analysis of the data. The effective teachers' professional development experiences consist of 7 themes: update activities, collaboration and sharing activities, reflective activities, experience, educational coaching, personal development and learning, observation. Teachers' views on the impact of professional development activities include achievement and development, updating professional knowledge, understanding the student, love of profession, innovation, reward, motivation, problem solving, making a difference, productivity and gaining new habit. Teachers' views on MoNE's professional development practices are divided into two main subthemes: positive features, negativities and shortcomings. The negativities and shortcomings regarding the professional development practices of MoNE are emphasized more by the teachers. Teachers' views on professional development barriers include motivation problems, school culture, lack of development, ever-changing structure, infrastructure problems, burnout, teacher choice, time problem, individualism, habits, perception of profession, prejudices and not being open to new ideas. Findings show that effective teachers have rich professional development experiences, are aware of the importance and contribution of professional development, but their professional development is not supported sufficiently. (English) [ABSTRACT FROM AUTHOR]