Features of Effective Professional Development Practices for Teachers as ICT Users

Abstract

In this chapter, the purpose is to present the existing problems and suggestions for the solution of these problems by examining the current situation related to the professional development practices for developing ICT competencies of teachers. According to the results of the research, professional development practices included various problems such as lack of training content in accordance with needs and expectations, lack of quality of materials used, the necessity of the participation process, etc. Expected qualifications related to professional development programs are working with activities that support the teaching process, cooperation with colleagues, supporting theoretical knowledge with practical activities, expert support in the process of professional development, compliance with personal interests and needs. Based on the findings, the professional development programs should be structured in accordance with related criteria such as content, active learning, duration, joint participation, compliance with individual needs, colleague collaboration, and expert support.

Improving the use of ICT through online professional development platform based on metacognitive strategies

“…As emphasised in various studies, the necessity of the online professional development process to be suitable for the interests, needs and expectations of the participants (Celen & Seferoglu, 2020;Bayar, 2014;Desimone, 2011) is taken into consideration. Within the scope of this criterion, professional development activities are ensured to be in accordance with the needs and expectations of teachers at different levels and in different branches.…”