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İkinci/Yabancı Dil Olarak Türkçe Öğretmenlerinin Mesleki Gelişim Algı ve Katılımlarına İlişkin Bir Değerlendirme

Year 2019, Issue: 42, 131 - 148, 25.12.2019
https://doi.org/10.21497/sefad.675120

Abstract

Bu çalışma yabancı dil olarak Türkçe öğretmenlerinin mesleki gelişim uygulamalarını ve gelişim faaliyetlerine katılımlarına neden olarak algıladıkları engelleri araştırmıştır. Çalışma ayrıca öğretmenlerin ihtiyaçları doğrultusunda hazırlanan mesleki gelişim faaliyetlerinin mesleki gelişim algılarını nasıl etkilediğini ortaya çıkarmayı amaçlamıştır. Araştırmanın evreni Türkçeyi yabancı dil olarak öğreten 160 öğretmendir. Veriler ilk önce öğretmenlerin mesleki gelişim uygulamalarında algıladıkları engelleri, uygulamalarını ve mesleki gelişim tercihlerini belirleyen bir anket aracılığıyla incelenmiştir. Ardından, Ankara'daki Türkçe öğretim merkezlerinden (TÖMER) rastgele seçilen odak gruplarında 15 öğretmen ile görüşülmüştür. Bu görüşmelerden sonra, öğretmenlerin ihtiyaçlarına göre hazırlanan bir mesleki gelişim faaliyetinin mesleki gelişim faaliyetlerine yönelik algılarını nasıl etkilediğini anlamak için gönüllü katılımcıların mesleki gelişim ihtiyaçları doğrultusunda bir seminer hazırlanmıştır. Sonuçlar öğretmenlerin genel olarak olumlu bir mesleki gelişim algısına sahip olduğunu göstermiştir. Bu faaliyetlere katılımlarının önündeki engeller olarak algıladıkları sebepler yaşamlarındaki tempo, yoğun çalışma programları ve mesleki gelişim eğitmenlerinin verimsizliğine yoğunlaşırken, katıldıkları etkinlik türleri kendi performanslarını değerlendirmek, makale okumak, dergi okumak ve meslektaşlarla bilgi paylaşımı olarak belirtilmiştir. Araştırma, mesleki gelişim programlarını hazırlayanlara, yabancı dil olarak Türkçe öğreten öğretmenler için mesleki gelişim faaliyetlerinin etkinliğini artırması ile ilgili bilgiler sunmaktadır.

References

  • Akçay-Kızılkaya, H. (2012). Öğretmenlerin mesleki gelişimlerinin mesleki gelişime yönelik tutumları ve iş doyumları bakımından incelenmesi üzerine bir araştırma. [A study on examining the professional development of teachers in terms of their attitudes towards professional development and job satisfaction]. (Yayımlanmamış Yüksek Lisans Tezi). Kırıkkale Üniversitesi, Kırıkkale.
  • Batdı, V. (2016). Türkiye’deki Almanca öğretmenlerinin hizmet-içi alan eğitimine ilişkin görüşleri ile üstbilişsel farkındalık düzeyleri. [German teachers’ views on in-service field education and meta-cognitive awareness levels in Turkey]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(4), 796-816. doi: 10.16986/HUJE.2016016430
  • Baykal, D. E. (2019). Yabancı diller yüksekokullarında çalışan öğretim görevlilerinin mesleki gelişime yönelik tutumlarının karşılaştırılması: Yıldız Teknik Üniversitesi ve Altınbaş Üniversitesi örneği. [Comparison of school of foreign languages instructors' attitudes towards professional development: Yildiz Technical University and Altinbaş University samples]. (Yayımlanmamış Yüksek Lisans Tezi). Yıldız Teknik Üniversitesi, İstanbul.
  • Bayliss, D., & Vignola, M. J. (2007). Training non-native second language teachers: The case of anglophone FSL teacher candidates. Canadian Modern Language Review, 63(3), 371-398.
  • Bayrakcı, M. (2009). In-service teacher training in Japan and Turkey: A comparative analysis of institutions and practices. Australian Journal of Teacher Education, 34(1), 10-22. http://dx.doi.org/10.14221/ajte.2009v34n1.2.
  • Creswell, J.W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
  • Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting work, lives and effectiveness professional learning. Maidenhead: McGraw-Hill/Open University Press.

  • Day, E., & Shapson, S. (1996). A national survey: French immersion teachers' preparation and their professional development needs. Canadian Modern Language Review, 52(2), 248-70.
  • Duman, G. (2016). In-service training needs analysis of Turkish language and culture teachers in Germany-the example of Wrüttenberg region [Almanya’daki Türk dili ve kültürü öğretmenlerinin hizmet içi eğitim ihtiyaç analizleri- Wrüttenberg bölgesi örneği]. (Yayımlanmamış Yüksek Lisans Tezi). Bahçeşehir Üniversitesi, İstanbul.
  • Ekşi, G. (2010). An assessment of the professional development needs of English language instructors working at a state university. (Yayımlanmamış Yüksek Lisans Tezi). ODTÜ, Ankara.
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
  • Fernandez-Manzanal, R., Serra, L. M., Morales, M. J., Carrasquer, J., Rodríguez-Barreiro, L. M., del Valle, J., & Murillo, M. B. (2015). Environmental behaviours in initial professional development and their relationship with university education. Journal of Cleaner Production, 108, 830-840.
  • Fullan, M. G. (1995). The limits and the potential of professional development. In T.R. Guskey & M. Huberman (Ed.) Professional development in education: New paradigms and practices (pp. 253-267). New York: Teachers College Press.
  • Fullan, M. Hill, P., & Crevola, C. (2006). Breakthrough. Thousand Oaks: Corwin Press.
  • Gall, M., D. & Renchler, R. S. (1985). Effective staff development for teachers: A research-based model. Eugene: ERIC Clearinghouse on Educational Management, University of Oregon.
  • Garmston, R. (1991). Staff developers as social architects. Educational Leadership, 49(3), 64-65.
  • Geldenhuys, J. & Oosthuizen, L. (2015). Challenges influencing teachers’ involvement in continuous professional development: A South African perspective. Teaching and Teacher Education, 51, 203-212.
  • Gültekin, İ. (2007). The analysis of the perceptions of English language instructors at TOBB University Of Economics and Technology regarding in-set content. (Yayımlanmamış Yüksek Lisans Tezi). ODTÜ, Ankara.
  • Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
  • Joyce, B. & Showers, B. (2002). Student achievement through staff development. New York: Longman. Retrieved from https://www.nationalcollege.org.uk/cm-mc-ssl-resource-joyceshowers.pdf.
  • Joyce, B., R. ,Howey, K., & Yarger, S. (1976). I.S.T.E. Report I. Palo Alto, California: Stanford Center for Research and Development in Teaching. Retrieved from https://files.eric.ed.gov/fulltext/ED315919.pdf.
  • Karaaslan, A. D. (2003). Teachers’ perceptions of self-initiated professional development: A case study on Başkent University English language teachers. (Yayımlanmamış Yüksek Lisans Tezi). ODTÜ, Ankara.
  • Karababa, C. Z. & Karagül, S. (2014). Yurt dışındaki Türklere Türkçe öğretenlerin sınıf içi uygulamalara yönelik görüşleri. [The opinions of the teachers who teach Turkish to Turks abroad about in-class practices] Milli Eğitim Dergisi, 44(204), 155-166. Retrieved from http://dergipark.gov.tr/download/article-file/441926.
  • Kırmızı, B. (2009). Etkili bir Almanca öğretimi için öğretmen beklentileri. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(22), 268-280.
  • Koçoğlu, Z. B. (2006). The role of portfolios in EFL student teachers’ professional development: A case study [Portfolyoların İngilizce eğitimi anabilim dalı öğretmen adaylarının mesleki gelişimlerindeki rolü: Bir durum çalışması]. (Yayımlanmamış Yüksek Lisans Tezi). Boğaziçi Üniversitesi, İstanbul.
  • Korkmaz, T. (2015). In-service ELT teachers’ first year with reference to mentor teachers and professional development [Görevdeki İngilizce öğretmenlerinin meslekteki ilk yıllarının rehber öğretmen ve mesleki gelişim açılarından değerlendirilmesi]. (Yayımlanmamış Yüksek Lisans Tezi). Ufuk Üniversitesi, Ankara.
  • Korkmazgil, S. (2015). An investigation into Turkish English language teachers’ perceived professional development needs, practices and challenges. (Yayımlanmamış Doktora Tezi). ODTÜ, Ankara.
  • Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97. Retrieved from https://dspace.library.uu.nl/handle/1874/29535.
  • Kwakman, K. (2003). Factors affecting teachers' participation in professional learning activities. Teaching and Teacher Education, 19(2), 149-170. Retrieved from https://ris.utwente.nl/ws/portalfiles/portal/6466675/Kwakman03factors.pdf.
  • Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129-51. Little, J. W. (1999). Organizing schools for teacher learning. In L. Darling- Hammond & G. Sykes (Ed.), Teaching as the learning profession: Handbook of policy and practice (pp. 233-262). San Francisco: Jossey- Bass.
  • Lohman, M. C. (2006). Factors influencing teachers' engagement in informal learning activities. Journal of Workplace Learning, 18(3), 141-156.
  • McLaughlin, M. & Zarrow, J. (2001). Teachers engaged in evidence-based reform: trajectories of teachers’ inquiry, analysis, and action. In Lieberman, A. & Miller, L. (Ed.), Teachers caught in the action: Professional development that matters, (pp. 79-101). New York: Teachers College Press.
  • Muhammad, İ. (2019). Professional development of English teachers in Turkey [Türkiyede İngilizce öğretmenlerinin mesleki gelişmesi]. (Yayımlanmamış Yüksek Lisans Tezi). Ufuk Üniversitesi, Ankara. Muyan, E. (2013). A case study on ELT teachers’ perceptions towards professional development acivities [İngilizce öğretmenlerinin mesleki gelişim etkinliklerine yönelik tutumları ile ilgili durum çalışması]. (Yayımlanmamış Yüksek Lisans Tezi). Çağ Üniversitesi, İstanbul.
  • Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
  • Richards, H., Conway, C., Roskvist, A., & Harvey, S. (2013). Foreign language teachers’ language proficiency and their language teaching practice. The Language Learning Journal, 41(2), 231-246.
  • Sauer, E. R. (2011). Teacher preferences for professional development delivery models and delivery model influence on teacher behavior in the classroom. (Yayımlanmamış Yüksek Lisans Tezi). Walden University.
  • Schibeci, R. A., & Hickey, R. L. (2004). Dimensions of autonomy: Primary teachers' decisions about involvement in science professional development. Science Education, 88(1), 119-145. Retrieved from https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.10091.
  • Scribner, J. P. (1999). Professional development: Untangling the influence of work context on teacher learning. Educational Administration Quarterly, 35(2), 238-266. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/0013161X99352004.
  • Teaching and Learning International Survey (TALIS) (2013). Teaching and learning international survey: User’s guide to 2013 U.S. data files and database. Retrieved from http://nces.ed.gov/ pubs2016/2016063_userguide.pdf.
  • UNESCO (2014). Teaching and learning: Achieving equality for all. 11th EFA Global Monitoring Report. Paris: UNESCO. Retrieved from http://www.uis.unesco.org/Library/Documents/gmr-2013-14- teaching-and-learning-education-for-all-2014-en.pdf.
  • Ünlü, N. A. (2018). Yabancı/İkinci Dil Olarak Türkçe Öğretmenlerinin Algılanan Mesleki Gelişim İhtiyaçlarının Değerlendirmesi. [An assessment of the professional development needs of Turkish as a foreign/second language teachers]. (Yayımlanmamış Doktora Tezi). Hacettepe Üniversitesi, Ankara.
  • Wan, S. W., & Lam, P. H. (2010). Factors affecting teachers' participation in continuing professional development (CPD): From Hong Kong primary school teachers' perspectives. Eric Online Submission. Retrieved from https://files.eric.ed.gov/fulltext/ED509923.pdf.
  • Warren-Little, J. (1999). Organizing schools for teacher learning. In L. Darling- Hammond & G. Sykes (Ed.), Teaching as the learning profession: Handbook of policy and practice (pp. 233-262). San Francisco: Jossey- Bass.
  • Yağcı, H. (2014). Tracking changes and progress in EFL teachers’ classroom practices through professional development: The case of Gaziantep. [İngilizce öğretmenlerinin mesleki gelişim aracılığıyla sınıf uygulamalarındaki değişim ve ilerlemelerinin izlenilmesi: Gaziantep ili örneği]. (Yayımlanmamış Yüksek Lisans Tezi). Hacettepe Üniversitesi, Ankara.
  • Yamagata-Lynch, L. C. & Haudenschild, M. T. (2009). Using activity systems analysis to identify inner contradictions in teacher professional development. Teaching and Teacher Education, 25(3), 507-517.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative research methods in social sciences]. Ankara: Seçkin Yayınevi.

An Evaluation of Professional Development Perception and Participation among Teachers of Turkish as a Second or Foreign Language

Year 2019, Issue: 42, 131 - 148, 25.12.2019
https://doi.org/10.21497/sefad.675120

Abstract

This study investigated the professional development practices and obstacles that teachers of Turkish as a foreign language perceive as the reasons for preventing their participation in development activities. The study also aimed to find out how a professional development activity prepared in line with the teachers’ needs affected their perceptions of professional development. Participants of the study were 160 Turkish as a foreign language teachers. Data were first investigated through a questionnaire. Then, 15 teachers were interviewed in focus groups randomly selected from Turkish teaching centers (TÖMER) in Ankara. After these interviews, a seminar was prepared in line with the professional development needs of the volunteer participants to understand how a professional development activity, prepared according to the needs of the teachers affected their perceptions of professional development activities. The results indicated that teachers have a positive perception of professional development in general. The reasons they perceived as barriers to their participation in these activities were intense pace in their lives, their hectic work schedule and the inefficiency of professional development trainers, while the kinds of activities that they participated in were evaluating their own performance, reading articles, journals and books related to the field, sharing information with colleagues, conducting in-class research and receiving help from colleagues. The research has implications for professional development providers to improve the effectiveness of professional development activities for teachers of teaching Turkish as a foreign language.

References

  • Akçay-Kızılkaya, H. (2012). Öğretmenlerin mesleki gelişimlerinin mesleki gelişime yönelik tutumları ve iş doyumları bakımından incelenmesi üzerine bir araştırma. [A study on examining the professional development of teachers in terms of their attitudes towards professional development and job satisfaction]. (Yayımlanmamış Yüksek Lisans Tezi). Kırıkkale Üniversitesi, Kırıkkale.
  • Batdı, V. (2016). Türkiye’deki Almanca öğretmenlerinin hizmet-içi alan eğitimine ilişkin görüşleri ile üstbilişsel farkındalık düzeyleri. [German teachers’ views on in-service field education and meta-cognitive awareness levels in Turkey]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(4), 796-816. doi: 10.16986/HUJE.2016016430
  • Baykal, D. E. (2019). Yabancı diller yüksekokullarında çalışan öğretim görevlilerinin mesleki gelişime yönelik tutumlarının karşılaştırılması: Yıldız Teknik Üniversitesi ve Altınbaş Üniversitesi örneği. [Comparison of school of foreign languages instructors' attitudes towards professional development: Yildiz Technical University and Altinbaş University samples]. (Yayımlanmamış Yüksek Lisans Tezi). Yıldız Teknik Üniversitesi, İstanbul.
  • Bayliss, D., & Vignola, M. J. (2007). Training non-native second language teachers: The case of anglophone FSL teacher candidates. Canadian Modern Language Review, 63(3), 371-398.
  • Bayrakcı, M. (2009). In-service teacher training in Japan and Turkey: A comparative analysis of institutions and practices. Australian Journal of Teacher Education, 34(1), 10-22. http://dx.doi.org/10.14221/ajte.2009v34n1.2.
  • Creswell, J.W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
  • Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting work, lives and effectiveness professional learning. Maidenhead: McGraw-Hill/Open University Press.

  • Day, E., & Shapson, S. (1996). A national survey: French immersion teachers' preparation and their professional development needs. Canadian Modern Language Review, 52(2), 248-70.
  • Duman, G. (2016). In-service training needs analysis of Turkish language and culture teachers in Germany-the example of Wrüttenberg region [Almanya’daki Türk dili ve kültürü öğretmenlerinin hizmet içi eğitim ihtiyaç analizleri- Wrüttenberg bölgesi örneği]. (Yayımlanmamış Yüksek Lisans Tezi). Bahçeşehir Üniversitesi, İstanbul.
  • Ekşi, G. (2010). An assessment of the professional development needs of English language instructors working at a state university. (Yayımlanmamış Yüksek Lisans Tezi). ODTÜ, Ankara.
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
  • Fernandez-Manzanal, R., Serra, L. M., Morales, M. J., Carrasquer, J., Rodríguez-Barreiro, L. M., del Valle, J., & Murillo, M. B. (2015). Environmental behaviours in initial professional development and their relationship with university education. Journal of Cleaner Production, 108, 830-840.
  • Fullan, M. G. (1995). The limits and the potential of professional development. In T.R. Guskey & M. Huberman (Ed.) Professional development in education: New paradigms and practices (pp. 253-267). New York: Teachers College Press.
  • Fullan, M. Hill, P., & Crevola, C. (2006). Breakthrough. Thousand Oaks: Corwin Press.
  • Gall, M., D. & Renchler, R. S. (1985). Effective staff development for teachers: A research-based model. Eugene: ERIC Clearinghouse on Educational Management, University of Oregon.
  • Garmston, R. (1991). Staff developers as social architects. Educational Leadership, 49(3), 64-65.
  • Geldenhuys, J. & Oosthuizen, L. (2015). Challenges influencing teachers’ involvement in continuous professional development: A South African perspective. Teaching and Teacher Education, 51, 203-212.
  • Gültekin, İ. (2007). The analysis of the perceptions of English language instructors at TOBB University Of Economics and Technology regarding in-set content. (Yayımlanmamış Yüksek Lisans Tezi). ODTÜ, Ankara.
  • Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
  • Joyce, B. & Showers, B. (2002). Student achievement through staff development. New York: Longman. Retrieved from https://www.nationalcollege.org.uk/cm-mc-ssl-resource-joyceshowers.pdf.
  • Joyce, B., R. ,Howey, K., & Yarger, S. (1976). I.S.T.E. Report I. Palo Alto, California: Stanford Center for Research and Development in Teaching. Retrieved from https://files.eric.ed.gov/fulltext/ED315919.pdf.
  • Karaaslan, A. D. (2003). Teachers’ perceptions of self-initiated professional development: A case study on Başkent University English language teachers. (Yayımlanmamış Yüksek Lisans Tezi). ODTÜ, Ankara.
  • Karababa, C. Z. & Karagül, S. (2014). Yurt dışındaki Türklere Türkçe öğretenlerin sınıf içi uygulamalara yönelik görüşleri. [The opinions of the teachers who teach Turkish to Turks abroad about in-class practices] Milli Eğitim Dergisi, 44(204), 155-166. Retrieved from http://dergipark.gov.tr/download/article-file/441926.
  • Kırmızı, B. (2009). Etkili bir Almanca öğretimi için öğretmen beklentileri. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(22), 268-280.
  • Koçoğlu, Z. B. (2006). The role of portfolios in EFL student teachers’ professional development: A case study [Portfolyoların İngilizce eğitimi anabilim dalı öğretmen adaylarının mesleki gelişimlerindeki rolü: Bir durum çalışması]. (Yayımlanmamış Yüksek Lisans Tezi). Boğaziçi Üniversitesi, İstanbul.
  • Korkmaz, T. (2015). In-service ELT teachers’ first year with reference to mentor teachers and professional development [Görevdeki İngilizce öğretmenlerinin meslekteki ilk yıllarının rehber öğretmen ve mesleki gelişim açılarından değerlendirilmesi]. (Yayımlanmamış Yüksek Lisans Tezi). Ufuk Üniversitesi, Ankara.
  • Korkmazgil, S. (2015). An investigation into Turkish English language teachers’ perceived professional development needs, practices and challenges. (Yayımlanmamış Doktora Tezi). ODTÜ, Ankara.
  • Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97. Retrieved from https://dspace.library.uu.nl/handle/1874/29535.
  • Kwakman, K. (2003). Factors affecting teachers' participation in professional learning activities. Teaching and Teacher Education, 19(2), 149-170. Retrieved from https://ris.utwente.nl/ws/portalfiles/portal/6466675/Kwakman03factors.pdf.
  • Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129-51. Little, J. W. (1999). Organizing schools for teacher learning. In L. Darling- Hammond & G. Sykes (Ed.), Teaching as the learning profession: Handbook of policy and practice (pp. 233-262). San Francisco: Jossey- Bass.
  • Lohman, M. C. (2006). Factors influencing teachers' engagement in informal learning activities. Journal of Workplace Learning, 18(3), 141-156.
  • McLaughlin, M. & Zarrow, J. (2001). Teachers engaged in evidence-based reform: trajectories of teachers’ inquiry, analysis, and action. In Lieberman, A. & Miller, L. (Ed.), Teachers caught in the action: Professional development that matters, (pp. 79-101). New York: Teachers College Press.
  • Muhammad, İ. (2019). Professional development of English teachers in Turkey [Türkiyede İngilizce öğretmenlerinin mesleki gelişmesi]. (Yayımlanmamış Yüksek Lisans Tezi). Ufuk Üniversitesi, Ankara. Muyan, E. (2013). A case study on ELT teachers’ perceptions towards professional development acivities [İngilizce öğretmenlerinin mesleki gelişim etkinliklerine yönelik tutumları ile ilgili durum çalışması]. (Yayımlanmamış Yüksek Lisans Tezi). Çağ Üniversitesi, İstanbul.
  • Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
  • Richards, H., Conway, C., Roskvist, A., & Harvey, S. (2013). Foreign language teachers’ language proficiency and their language teaching practice. The Language Learning Journal, 41(2), 231-246.
  • Sauer, E. R. (2011). Teacher preferences for professional development delivery models and delivery model influence on teacher behavior in the classroom. (Yayımlanmamış Yüksek Lisans Tezi). Walden University.
  • Schibeci, R. A., & Hickey, R. L. (2004). Dimensions of autonomy: Primary teachers' decisions about involvement in science professional development. Science Education, 88(1), 119-145. Retrieved from https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.10091.
  • Scribner, J. P. (1999). Professional development: Untangling the influence of work context on teacher learning. Educational Administration Quarterly, 35(2), 238-266. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/0013161X99352004.
  • Teaching and Learning International Survey (TALIS) (2013). Teaching and learning international survey: User’s guide to 2013 U.S. data files and database. Retrieved from http://nces.ed.gov/ pubs2016/2016063_userguide.pdf.
  • UNESCO (2014). Teaching and learning: Achieving equality for all. 11th EFA Global Monitoring Report. Paris: UNESCO. Retrieved from http://www.uis.unesco.org/Library/Documents/gmr-2013-14- teaching-and-learning-education-for-all-2014-en.pdf.
  • Ünlü, N. A. (2018). Yabancı/İkinci Dil Olarak Türkçe Öğretmenlerinin Algılanan Mesleki Gelişim İhtiyaçlarının Değerlendirmesi. [An assessment of the professional development needs of Turkish as a foreign/second language teachers]. (Yayımlanmamış Doktora Tezi). Hacettepe Üniversitesi, Ankara.
  • Wan, S. W., & Lam, P. H. (2010). Factors affecting teachers' participation in continuing professional development (CPD): From Hong Kong primary school teachers' perspectives. Eric Online Submission. Retrieved from https://files.eric.ed.gov/fulltext/ED509923.pdf.
  • Warren-Little, J. (1999). Organizing schools for teacher learning. In L. Darling- Hammond & G. Sykes (Ed.), Teaching as the learning profession: Handbook of policy and practice (pp. 233-262). San Francisco: Jossey- Bass.
  • Yağcı, H. (2014). Tracking changes and progress in EFL teachers’ classroom practices through professional development: The case of Gaziantep. [İngilizce öğretmenlerinin mesleki gelişim aracılığıyla sınıf uygulamalarındaki değişim ve ilerlemelerinin izlenilmesi: Gaziantep ili örneği]. (Yayımlanmamış Yüksek Lisans Tezi). Hacettepe Üniversitesi, Ankara.
  • Yamagata-Lynch, L. C. & Haudenschild, M. T. (2009). Using activity systems analysis to identify inner contradictions in teacher professional development. Teaching and Teacher Education, 25(3), 507-517.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative research methods in social sciences]. Ankara: Seçkin Yayınevi.
There are 46 citations in total.

Details

Primary Language English
Subjects Creative Arts and Writing
Journal Section Articles
Authors

Arif Sarıçoban

Nihan Ünlü This is me

Publication Date December 25, 2019
Submission Date March 18, 2019
Published in Issue Year 2019 Issue: 42

Cite

APA Sarıçoban, A., & Ünlü, N. (2019). An Evaluation of Professional Development Perception and Participation among Teachers of Turkish as a Second or Foreign Language. Selçuk Üniversitesi Edebiyat Fakültesi Dergisi(42), 131-148. https://doi.org/10.21497/sefad.675120

Selcuk University Journal of Faculty of Letters will start accepting articles for 2025 issues on Dergipark as of September 15, 2024.