The Investigation of Teachers’ Metaphoric Perceptions about Professional Development

Abstract

Professional development is an ongoing process in which teachers review their teaching practices and learn how to respond to their students' needs. To make the professional development process more effective, we need to define the identity of a teacher correctly and clarify the perspective about teachers' professional development. The purpose of this study is to investigate teachers' metaphoric perceptions about professional development. The study was carried out through qualitative research design. The data was collected via an electronic form. The participants were 526 teachers that the researcher contacted through e-mail or social media sites. The data was analyzed through content analysis. The findings of the study indicated that the participants often associated the concept of professional development with an object. In addition, they regarded professional development as a growing and developing entity as well as a demanding occupation that involved change. In this respect, it is important that the teachers are provided with the required resources, budget and time to continue their professional development. Moreover, it is crucial that professional development activities are not limited to seminars and teachers are given the initiative to conduct research about their teaching process.

Talented Teachers’ Perceptions of an Intensive Summer Symposium and the Need for Differentiated Professional Learning

“…This study also contributes to the literature by providing empirical evidence about teachers’ desire for collaborative PL experiences (Darling-Hammond et al, 2017; Garet et al, 2001; Supovitz et al, 2000; Yurtseven, 2017) even with others they have not met. Based on the focus groups, teachers reported that they benefited from participating in various activities with others where they had to collaborate and work together to be successful.…”

“…Effective PL can be enacted through intentionally collaborative endeavors within a social constructivist frame (Darling-Hammond et al, 2017; Yurtseven, 2017). For example, Yurtseven (2017) conducted a qualitative study in which she collected electronic data from 526 teachers to quantify how they perceived PD experiences.…”

“…Effective PL can be enacted through intentionally collaborative endeavors within a social constructivist frame (Darling-Hammond et al, 2017; Yurtseven, 2017). For example, Yurtseven (2017) conducted a qualitative study in which she collected electronic data from 526 teachers to quantify how they perceived PD experiences. She found that teachers preferred “collaborating with colleagues, working on increased student success, and planning for future teaching as a critical part of the professional development process” (p. 127).…”

“…PL evaluation expert Guskey (2002) and others (e.g., Polly & Hannafin, 2011;Darling-Hammond et al, 2017) have advanced the idea that teacher PL must be well received by teachers and put into practice before there are gains in student learning. The current study provided insight into talented teachers' reactions to the institute and their favorable responses to and motivation for features such as experiential activities, reflection, and opportunities for collaboration (Darling-Hammond et al, 2017;Garet et al, 2001;Grierson & Woloshyn, 2013;Guskey, 1986Guskey, , 2002Sorensen, 2017;Supovitz et al, 2000;Trotter, 2006;Yurtseven, 2017). PL providers could consider surveying their participants to determine how they are motivated during PL and what they value to promote more fully learner-centered DPL.…”

“…We framed our analyses and interpretation of the study findings through the intersecting lenses of social constructivism, adult learning theories, differentiated professional learning, and talent development. Adult learners, in this case talented teachers, benefit from self-directed and supported learning experiences that are aligned to their particular interests and professional needs (e.g., Merriam et al, 2007;Sorensen, 2017;Van den Bergh et al, 2014) through best practices such as collaborative learning, professional reflection, and choice (Grierson & Woloshyn, 2013;Korthagen & Nuijten, 2022;Yurtseven, 2017). According to talent development theories drawn from the field of gifted education, learners develop along different trajectories and to move their domain-specific talents toward productively creative outcomes and expertise, they need specialized and differentiated training and support (Renzulli, 2020;Subotnik et al, 2020).…”