Professional Development for Turkish Teachers of English: Is it a must or Luxury?

Büyükyavuz, Oya

doi:10.1016/j.sbspro.2013.08.861

Cited by 5 publications

(7 citation statements)

References 2 publications

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“…Second, teachers' awareness of the value of extending their learning and development beyond teacher training sessions they attend at the beginning of their careers should be raised. The results of a study conducted by Büyükyavuz (2013) revealed that although Turkish teachers of English are sometimes involved in professional development activities and value development per se, they are not fully knowledgeable about such activities and need guidance. Awareness in this respect could be raised through either INSET programs or follow-up support by the institution.…”

Section: Discussionmentioning

confidence: 99%

Teachers Beliefs on Professional Learning

Saydam¹

2019

HUJE

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There has recently been an increasing interest in teacher learning, opportunities available for professional development of teachers, and teachers' beliefs regarding professional learning. This study aims to review the literature on what and how language teachers learn through professional learning experiences, what beliefs they hold about the learning experiences they are involved in, and the contribution of professional learning experiences to classroom practice. Following the thematic review of studies on the acquisition of professional knowledge, the scope of professional knowledge, beliefs on professional learning experiences and the impact of learning experiences on classroom practice, the study reveals the results of the exploratory case study carried out with four English language teachers at a public university in Turkey. The results point to the settings for teacher learning, types of learning experiences in the early and recent years in the profession, beliefs on teacher learning and the contribution of that learning to practice.

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Section: Discussionmentioning

confidence: 99%

Teachers Beliefs on Professional Learning

Saydam¹

2019

HUJE

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“…A recent study by Önalan and Ersoy (2020) Overall, analyzing the essence of the articles, it is seen that the studies that are associated with the EFL teachers' perceptions of PD in the context of Turkey generally focused on the effect of experience (Arıkan & Turhan, 2009;Dogan & Yagiz, 2015;Eksi & Aydın, 2013;Mahmoudi & Özkan, 2015;Şener & Çokçalışkan, 2017;Topkaya & Çelik, 2016), age (Babanoğlu & Yardimci, 2017;Çapar & Keçik, 2016;Dogan & Yagiz, 2015), gender (Babanoğlu & Yardimci, 2017;Dogan & Yagiz, 2015), strategies/activities (Büyükyavuz, 2013;Hismanoglu, 2010;Mahmoudi & Özkan, 2015;Özbilgin et al, 2016;Şener & Çokçalışkan, 2017) on PD, or investigating the hindering factors (Dogan & Yagiz, 2015;Eryılmaz & Dikilitaş, 2016;Yesilçinar & Çakir, 2018).…”

Section: International Journal Of Languages' Education and Teachingmentioning

confidence: 99%

“…Apart from positive and negative perceptions, there are also misperceptions. For example, some participants associated professional development practices with language exams (Foreign Language Proficiency Exam for Employees / KPDS) (Büyükyavuz, 2013), academic career or academicians (Eryılmaz & Dikilitaş, 2016), and practices such as "improving speaking and listening skills" Yesilçinar & Çakir, 2018).…”

Section: Misperceptionsmentioning

confidence: 99%

Türkiye'deki İngilizce Öğretmenlerinin Mesleki Gelişim Algılarının Portresi: Bir Literatür Çalışması

Şanverdi¹

2021

ijlet

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This paper aims to provide a review of studies conducted on the professional development (PD) perceptions of EFL teachers in Turkey, focusing mainly on teachers' understanding of PD, type of practices, and hindering factors, the effect of experience, age, gender, institution type on PD. The study applied the Criterion Sampling method, one of the Purposive Sampling methods, to select the articles to be reviewed. Studies meeting the criteria were examined and it was concluded that EFL teachers in Turkey have mostly positive perceptions towards Professional Development while some have negative perceptions and misperceptions of it. It is also revealed that experience and age factors make a difference not in perceptions but in preference of practice types; that women are more inclined than men and teachers in private institutions are more interested than those in public schools.

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“…Since PD has been recognised as a crucial component in enhancing the quality of teaching and the success in achieving learning outcomes, the influence of PD programs on these two areas has extensively been studied (Büyükyavuz, 2013;Day, 1999;Guskey 2002;Ingvarson, Meiers, Beavis, 2003Savić & Shin, 2016). Examining the factors that affect the impact of PD programs on teachers' content knowledge, classroom practice and learner outcomes, Ingvarson, Meiers, Beavis, (2005) have found a dynamic relationship among these variables and a significant improvement of learning outcomes as a result of enhanced teacher efficacy.…”

Section: Professional Developmentmentioning

confidence: 99%

“…For a change to be introduced, teachers need to be given time and opportunity to discuss with colleagues and administrators what and how learners are learning and how successful they are (Ingvarson, Meiers, Beavis, 2005). However, some recent studies conducted with English language teachers show that, although teachers generally value PD programs, young teachers usually lack proper understanding of PD and need guidance in planning their careers (Patton, Parker, Tannehill, 2015), while experienced teachers see a number of obstacles to fitting PD activities into their busy schedule (Büyükyavuz, 2013).…”

Section: Professional Developmentmentioning

confidence: 99%

Empowering Teachers to Manage Change in the 21st Century

Savić¹,

Cekić-Jovanović²,

Shin³

2020

Proceedings of the International Conference Professional Competences for Teaching in the 21st Century

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In the context of the 21 st century education, which is characterised by great changes and constant restructuring of education systems in order to improve student achievement, teachers face a number of challenges while playing their complex roles. The current context requires teachers to become lifelong learners able to reflect on their regular practice and 'theorise from it and practice what they theorise'. High quality preservice and inservice teacher education constitutes a major prerequisite in supporting teachers' development of required competences. The paper studies the contribution of a professional development program to empowering teachers as lifelong learners and managers of change in the 21 st century. The participants in the study were 400 primary English language teachers in Serbia who completed the accredited professional development (PD) program titled Theme-Based Instruction in Teaching English to Young Learners in the period from 2014 to 2018. The study aimed to trace all six dimensions of teacher empowerment, a construct that recognises teachers as experts on teaching and learning and as active participants in making decisions. Six instruments were applied in the study and both quantitative and qualitative data were collected. The results indicate that the participants gained the critical capacities of empowered teachers and acquired attitudes and beliefs necessary for successful management of change. Evidence showed that a PD program can be truly empowering when it allows teachers to apply the newly acquired knowledge and skills and to reflect on the program's success in terms of student engagement and their own growth. These findings should be acknowledged by policy-makers and preservice and inservice teacher education institutions for supporting teacher empowerment as a critical competence needed for successful teaching in the 21 st century.

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Professional Development for Turkish Teachers of English: Is it a must or Luxury?

Cited by 5 publications

References 2 publications

Teachers Beliefs on Professional Learning

Teachers Beliefs on Professional Learning

Türkiye'deki İngilizce Öğretmenlerinin Mesleki Gelişim Algılarının Portresi: Bir Literatür Çalışması

Empowering Teachers to Manage Change in the 21st Century

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