Teacher opinions about qualities of effective teaching

Bozkuş, Kıvanç; Taştan, Mustafa

doi:10.14527/pegegog.2016.023

Cited by 6 publications

(6 citation statements)

References 12 publications

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“…In a study in the literature, family responsibilities may have played a role in determining that female teachers' expectations for professional development are higher than male teachers (Bozkuş, Taştan & Turhan, 2015). In a previous study which supported the findings of this study, it was determined that teachers did not give enough importance to professional development (Bozkuş & Taştan, 2016). School administrators also argue that teachers do not give importance to professional development (Turan, Yıldırım, & Aydoğdu, 2012).…”

Section: The Results and Discussion Of The Findings Related To Professupporting

confidence: 58%

“…The classroom management needs (Akar, Erden, Tor, & Şahin, 2010;Gültekin, Çubukçu, & Dal, 2010) and assessment-evaluation needs (Küçüktepe, 2013) of teachers are indicated in the literature. According to the teachers' perceptions in a quantitative study, it was determined that the most important qualifications that an effective teacher should have are the qualifications in the field of classroom management (Bozkuş & Taştan, 2016). In addition, it was found that the level of adherence to the principles of classroom management (Gündüz & Bozkuş, 2016) and assessment-evaluation competencies of teachers working in high schools (Çakan, 2004) were lower than those of primary and middle school teachers.…”

Section: The Results and Discussion Of The Findings Related To Profesmentioning

confidence: 99%

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The Application of the Dynamic Teacher Professional Development Through Experimental Action Research

Bozkuş

Bayrak

2019

iejee

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In this study, it is aimed to provide professional development of teachers by improving their classroom teaching based on dynamic professional development approach. The research was conducted as experimental action research. In the first step of the action research, interview technique was used to determine the opinions of teachers and school administrators about the teachers' professional development problems. In the second step, data were collected from the students who volunteered in the school where the action research will be carried out to determine the professional development levels of teachers. In the third step, teachers were given feedback about the answers. In the fourth step, teachers prepared action plans by reflecting on feedback. In the fifth step, the teachers were taught to teach according to the action plans they prepared. In the last step, in order to determine whether the plans are effective, the procedures in the first step were repeated and the professional development levels of teachers were re-determined, and the final results were compared with the first results. As a result of the research, it was determined that the teachers' professional development could be provided when they implement the action plans that they prepare by reflecting on the student evaluations. It was determined that teachers faced obstacles in their professional development and existing professional development activities were carried out with unplanned and mere information transfer without considering the needs of teachers. It is suggested that teachers should be provided according to the needs of their professional development, to make use of the observations of the students in order to determine the needs and to plan the development activities to respond to the teachers' practices in the classroom and to solve the teacher's problems.

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Section: The Results and Discussion Of The Findings Related To Professupporting

confidence: 58%

Section: The Results and Discussion Of The Findings Related To Profesmentioning

confidence: 99%

The Application of the Dynamic Teacher Professional Development Through Experimental Action Research

Bozkuş

Bayrak

2019

iejee

Self Cite

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“…Especially considering the seniority levels of the teachers, the faculties they graduated from, and their educational background, it may be useful to include such information in the curriculums. According to teachers, one of the important teaching qualities is the use of different teaching strategies and methods (Bozkuş & Taştan, 2016). Because the modern teaching strategies, methods, and techniques have recently become a part of preservice teacher education, teachers who are new in the profession use more variety of techniques (Okur-Akçay, Akçay, & Kurt, 2016).…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

Ortaöğretim Matematik Dersi Öğretim Programlarının Karşılaştırılması: 2005-2011-2013-2018

Cihan

Akkoç

2023

Bayburt Eğitim Fakültesi Dergisi

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Curriculums are updated according to the educational needs. In the Turkish context, the high school mathematics curriculum was last updated in 2018. This study aims to compare high school mathematics curriculum documents in Türkiye since the 2005 reform in terms of basic elements of a curriculum (general objectives, content, learning-teaching processes, and assessment-evaluation approaches). In this qualitative study, which adopted a horizontal approach as one of the approaches of comparative studies, data were collected through documents. The data consist of official documents of the high school mathematics curriculums published in 2005, 2011, 2013, and 2018. Curriculum documents were analyzed based on general objectives, contents, learning-teaching processes, and assessment-evaluation approaches of the curriculums. Findings revealed similarities and differences between the basic components and the shortcomings of the curriculums. In particular, the changes in the number of learning objectives and accordingly in the contents were discussed. The pedagogical reasons underlying the radical changes regarding adding new content or removing some content may be a matter of curiosity. Curriculum developers are suggested to include the reasons for these changes.

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“…However, it should be remembered that the teacher should also be willing about professional development (Bozkuş & Taştan, 2016). Because, informally, professional development must continue.…”

Section: Teacher Professional Developmentmentioning

confidence: 99%

School Principal Support in Teacher Professional Development

Karacabey

2021

IJELM

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Turkish education system has enacted a vision of 2023 which emphasizes that school principals create and organize professional learning activities based on the needs of students and teachers. This research aimed to evaluate this vision by determining the level of support provided by school principals in teachers' professional development. It was based on a cross-sectional survey design of the quantitative method. The data collected from the 4,729 teachers working in Sanliurfa province in Turkey were analyzed. The results suggested that the school principals supported the professional development of the teachers occasionally and only 25.5% of principals supported teachers' professional development sufficiently. School principals mostly followed relevant resources to support teachers' professional development and inform teachers about innovations related to education. In addition, school principals did not adequately perform activities that may support teacher professional development such as determining individual and group development programs, organizing a professional development monitoring form for teachers, organizing educational activities outside the seminar period, receiving enough help from the experts in the area, and giving enough individual reading and research tasks. The results also indicated that the principals of high school teachers supported their professional development more than the principals working in primary and secondary schools, the principals of the classroom teachers and the principals of male teachers supported the professional development of the teachers more than the principals of the female and branch teachers and teachers' level of education did not create any difference in the perceptions of the teachers.

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Teacher opinions about qualities of effective teaching

Cited by 6 publications

References 12 publications

The Application of the Dynamic Teacher Professional Development Through Experimental Action Research

The Application of the Dynamic Teacher Professional Development Through Experimental Action Research

Ortaöğretim Matematik Dersi Öğretim Programlarının Karşılaştırılması: 2005-2011-2013-2018

School Principal Support in Teacher Professional Development

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