Teachers’ Professional Development Needs: A Q Method Analysis

Abstract

This study aims to determine the professional development needs of teachers working in different subject domains. In this context, the sample of this study was 35 teachers working in state schools in Cappadocia provinces of Turkey. Q method analysis which includes qualitative and quantitative processes is used in this study. The professional development needs of the teachers is discussed under four main themes; instructional development, scientific field development, personal development, and organizational development and 14 sub-dimensions related to these themes. The data collection instrument of the study consisted of a total of 36 Q items regarding the professional development needs of teachers. The findings of the study show that the most needed professional development areas of the teachers were special education, scientific research methods, and participation in the projects and related professional activities. It was determined that some of the participants needed professional development in the areas of instructional technologies, material development, student participation, assessment and evaluation, and teamwork skills.

A comprehensive “real need” assessment, a step toward improving the quality of faculty development programs: A survey‐based study in Hormozgan University of Medical Sciences

“…3 In addition, for the curriculum development domain, course plans and lesson plans were given the least priority in the present study, which is in line with other studies. 3,5,11,15,16 However, Shah et al…”

“…In the literature, other studies have reached similar conclusions about faculty need for personal development 16,19–21 . Nonetheless, curriculum design received less than half the vote in the Karimi research, 6 and teachers reported feeling most effective in personal development in the Yenen study's 3 …”

“…9 An ever-increasing number of scholarly articles on FD 1,2 attests to the field's growing prominence in today's academic community. [1][2][3] There are multiple factors that may contribute to this phenomenon, including the dynamic nature of the intricate healthcare system, 4,9 evolving concepts in medical education, 1,4,8,9 and changing student characteristics. 1 Additionally, it is crucial to consider that faculty members are recruited primarily based on their expertise and competencies in their respective fields rather than their abilities to teach.…”

“…However, to guarantee efficacy, all training initiatives should be faculty‐centered and built upon sound needs assessment techniques 3,6,8,9,11 . A needs assessment is a systematic procedure for gathering and examining data to identify the gaps between “what is,” or the present situation, and “what should be,” or the ideal circumstances 1,6,9 .…”

Süpervizyon Sürecinde Kültürel Konulara Önayak Olmanın Önündeki Engeller: Bir Q Metot Çalışması

“…Bu çalışmada, klinik süpervizörlerin öznel bakış açılarını ortaya çıkarmak için Q metodolojisi kullanılmıştır. Karma bir araştırma yöntemi olarak Q, öznelliğe odaklanması ve katılımcıların veri analizinin merkezinde yer alması (kişi bazında faktör analizi) nedenleriyle son on yılda sosyal bilimlerde yaygın bir metodoloji haline gelmiştir (Yenen ve Yöntem, 2020). Bu alanda çalışan araştırmacıların, Q'nun teorik temellerine vurgu yaparak (bkz.…”