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Year 2020, Volume: 11 Issue: 21, 171 - 197, 31.07.2020

Abstract

References

  • Allensworth, E., Ponisciak S., & Mazzeo, C. (2009). The schools’ teachers leave: Teacher mobility in Chicago public schools, consortium on Chicago school research, University of Chicago, Chicago.
  • Archibald, S., Coggshall, J. G., Croft, A., & Goe, L. (2011). High-quality professional development for all teachers: Effectively allocating resources. Research & Policy Brief. National Comprehensive Center for the Teacher Quality.
  • Barrera-Pedemonte, F. (2016). High-quality teacher professional development and classroom teaching practices: Evidence from TALIS 2013. OECD Education Working Papers 141, OECD Publishing, Paris.
  • Barber, M. and Mourshed, M. (2007). How the world’s best performing school systems come out on top. New York: McKinsey & Company.
  • Behrstock-Sherratt, E., Bassett, K., Olson, D., & Jacques, C. (2014). From good to great: Exemplary teachers share perspectives on increasing teacher effectiveness across the career continuum. American Institutes for Research.
  • Bruns, B., Costa, L., & Cunha, N. (2018). Through the looking glass: Can classroom observation and coaching improve teacher performance in Brazil? Economics and Review, 64, 214-250. https://doi.org/10.1016/j.econedurev.2018.03.003
  • Bryk, A., Camburn, E., & Louis, K. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35(5), 751-781.
  • Cilliers, J. Fleisch, B., Prinsloo, C., & Taylor, S. (2019). How to improve teaching practice? An experimental comparison of centralized training and in-classroom coaching. Journal of Human Resources https://doi.org/10.3368/jhr.55.3.0618-9538r1.
  • Craft, A. (2002). Continuing professional development: A practical guide for teachers and schools. NY: Routledge, Taylor & Francis Group.
  • Croft, A., Coggshall, J., Dolan, M., & Powers, E. (with Killion, J.). (2010). Job-embedded professional development: What it is, who is responsible, and how to get it done well (Issue Brief). Washington, DC: National Comprehensive Center for Teacher Quality. Erişim Adresi: https://learningforward.org/wp-content/uploads/2017/08/job-embedded-professional-development.pdf
  • Cropanzano, R. (2009) Writing non-empirical article for journal of management: general thoughts and suggestions. Journal of Management 35(6).1304-1311 DOI: 10.1177/0149206309344118
  • Çelik, Z., Bozgeyikli, H., Yurdakul, S. (2020). Eğitime bakış 2019: İzleme ve değerlendirme raporu. Ankara: Eğitim-Bir-Sen Stratejik Araştırmalar Merkezi.
  • Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44.
  • DeMonte, J. (2013). High quality professional swvelopment for teachers: Supporting teacher training and to improve student learning. Centers for American Progress. Erişim Adresi: https://cdn.americanprogress.org/wpcontent/uploads/2013/07/DeMonteLearning4Teachers-1.pdf Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the United States, Psychology, Society, & Education, 7(3), 252-263.
  • Evertson, C. M., & Smithey, M. W. (2000). Mentoring effects on protégées’ classroom practice: An experimental field study. Journal of Educational Research, 93(5), 294-304.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research journal, 38(4), 915-945.
  • Harwell, M., D’Amico, L., Stein, M. K., & Gatti, G. (2000, February 15). Professional development and the achievement gap in Community School District #2. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
  • Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 127–150). San Francisco: Jossey-Bass.
  • Helms-Lorenz, M., Slof, B., & Grift, W. V. (2013), First year effects of induction arrangements on beginning teachers’ psychological processes, European Journal of Psychology of Education, 28(4), 1265-1287, http://dx.doi.org/10.1007/s10212-012-0165-y.
  • Hirsh, S. (2009). A new definition. Journal of Staff Development, 30(4), 10–16.
  • Yazar, (2014).
  • Yazar, (2017).
  • Jensen, B. (2012). Catching up: Learning from the best school systems in East Asia. Summary Report. Victoria, Australia: Grattan Institute. Erişim Adresi: https://grattan.edu.au/wp-content/uploads/2014/04/129_report_learning_from_the_best_main.pdf
  • Kaplan, P. (2019). 2020 YKS: Hangi bölümlerde baraj var? Erişim Tarihi ve Adresi: 11.04.2020; http://www.pervinkaplan.com/detay/2020-yks-hangi-bolumlerde-baraj-var/8832
  • Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teaching coaching on instruction and achievement: A meta-analysis of the casual evidence. Review of Educational Reaearch, 88(4), 547-588. https://doi.org/10.3102/0034654318759268
  • Lisans öğrencilerinin yüzde. (2018). Lisans öğrencilerinin yüzde 9’u eğitim fakültelerinde. Erişim Tarihi ve Adresi: 11.04.2020; https://www.hurriyet.com.tr/egitim/lisans-ogrencilerinin-yuzde-9u-egitim-fakultesinde-41019363
  • Morgan, C., & Peter, N. (2005). Continuing professional development for teachers: From induction to senior management. NY: Routledge, Taylor & Francis Group.
  • Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects. OECD Education Working Papers 48. OECD Publishing, Paris.
  • OECD. (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers, Education and training policy, Paris: OECD Publishing. http://dx.doi.org/10.1787/9789264018044-en.
  • OECD. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, Paris: OECD Publishing, https://doi.org/10.1787/1d0bc92a-en
  • Opfer, V., & D. Pedder. (2011). Conceptualizing teacher professional learning, Review of Educational Research, 81(3), 376-407. http://dx.doi.org/10.3102/0034654311413609.
  • Pang, M. (2006). The use of learning study to enhance teacher professional learning in Hong Kong. Teaching Education, 17(1), 27-42.
  • Rockoff, J. (2008). Does mentoring reduce turnover and improve skills of new employees? Evidence from teachers in New York City, NBER Working Paper 13868, National Bureau of Economic Research, March 2008, www.nber.org/papers/w13868.
  • Russo, A. (2004). School-based coaching: A revolution in professional development – Or just the latest fad? Harvard Education Letter.20(4) Erişim Adresi: https://www.academia.edu/22570318/SchoolBased_Coaching_A_revolution_in_professional_development_or_just_the_latest_fad
  • Saxe, G., Gearhart, M., & Nasir, N. S. (2001). Enhancing students' understanding of mathematics: A study of three contrasting approaches to professional support. Journal of Mathematics Teacher Education, 4, 55–79.
  • Sawchuk, S. (2011). Teacher-coaching boosts secondary scores, study finds, Teacher Beat blog, Erişim tarihi ve adresi:22 Mart 2020;http://blogs.edweek.org/edweek/teacherbeat/2011/08/teacher-coaching_boosts_scores.html
  • Stephens, D., & Boldt, G. (2004). School university partnerships: rhetoric, reality, and intimacy. Phi Delta Kappan, 9(85), 703–707.
  • Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. [BES]. Wellington, New Zealand: Ministry of Education. Erişim Adresi: http://educationcounts.edcentre.govt.nz/goto/BES
  • Trust, T., Krutka, D., & Carpenter, J. (2016). Together we are better: Professional learning networks for teachers, Computers & Education, 102, 15-34, http://dx.doi.org/10.1016/j.compedu.2016.06.007.
  • Van Hook, K., Lee, D., & Ferguson, S. (2010). Voices from the field: Teachers describe their experience with a bold system of reform. Santa Monica, CA: National Institute for Excellence in Teaching.
  • Zepeda, S. J. (2015). Job embedded professional development: Support, collaboration, and learning in schools. NY: Routledge, Taylor & Francis Group.
  • Zepeda, S. J. (2017). Instructional supervision: Applying tools and concepts, NY: Routledge, Taylor & Francis Group.
  • Zepeda, S. J. (2019). Professonal development: What works. NY: Routledge, Taylor & Francis Group.
  • Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the learning profession: A status report on teacher development in the United States and Abroad. Technical Report. USA: National Staff Development Council. Erişim Adresi: https://edpolicy.stanford.edu/sites/default/files/publications/professional-learning-learning-profession-status-report-teacher-development-us-and-abroad.pdf
  • Wiburg, K.M., & Brown, S. (2006). Lesson study communities: Increasing achievement with diverse students. Thousand Oaks, CA: Corwin Press.

Öğretmenler için Etkili Mesleki Gelişim Yaklaşımları ile Bir Model Önerisi ve Uygulama Yönergesi

Year 2020, Volume: 11 Issue: 21, 171 - 197, 31.07.2020

Abstract

Öğretmenlerin diğer tüm
profesyoneller gibi, sürekli mesleki gelişim faaliyetlerine katılırlar. Bu
çalışmada öğretmenlerin katıldığı mesleki gelişim faaliyetlerinin hangi
koşullar altında, öğretmen gelişimi ve nihai amaç olan öğrenci öğrenmesiyle
ilişkili olduğuna dair alanyazında yer alan ampirik çalışmalar incelenmiştir. Alanyazındaki
ampirik araştırmalardan hareketle, öğretmenler için yürütülen mesleki gelişim
faaliyetlerini oldukça etkili kılan işiçinde öğrenme faaliyetleri olan
mentörluk, akran koçluğu, araştırma dersi yaklaşımları açıklanmış, bunlara
dayalı olarak hizmetöncesi eğitime giriş basamağından emekliğe kadar geçen
mesleki kariyer aşamalarını kapsayan, mesleki gelişim modeli önerisi ve modelin
kullanımına ilişkin yönerge geliştirilmiştir. Model kapsamında hizmetöncesi
eğitim sürecinde; eğitim fakültesi kontenjanlarının tedrici olarak düşürülmesi ve
pedagojik formasyon sertifika programlarının kapatılması; aday öğretmenlik
sürecinde, aday öğretmenlik süresinin iki yıl olarak belirlenmesi, aday
öğretmenlerin tecrübeli ve başarılı bir mentör rehberliğinde adaylık sürecini
geçirmesi, ortaöğretim öğretmen adaylarının tezsiz yüksek lisans yapması;
mesleki kariyerinin ortalarında olup makul düzeyde performans sergileyen öğretmenlerin,
işiçinde ve meslektaşlarla işbirlikli mesleki gelişim faaliyetleri olan, akran
koçluğu, araştırma dersi, zümre işbirliği ve araştırma takımlarına katılımları
ve eylem araştırması yapmaları; mesleki anlamda tecrübeli, oldukça başarılı ve
liderlik becerileri gelişmiş öğretmenlerin ise, mesleki gelişim faaliyetlerini
öz-yönetimli şekilde yürütmeleri önerilmiştir. Model kapsamında öğretmenlerin, eylül
ayı seminer çalışmalarında eğitim-öğretim yılı boyunca bireysel mesleki gelişim
planı hazırlamaları ve bu kapsamda planlı veya plan dışı katılım sağladıkları
veya yürüttükleri formal ve informal mesleki gelişim faaliyetlerine ilişkin
kanıtları (görsel, işitsel veya doküman) sürekli mesleki gelişim faaliyetleri
dosyasında belgelendirmeleri ve yıl boyunca yapmış olduğu mesleki gelişim
faaliyetleri ile buna ilişkin kazanımlarını haziran ayı seminer çalışmalarında
meslektaşları ile paylaşır ve onlardan geri bildirim almaları önerilmiştir.

References

  • Allensworth, E., Ponisciak S., & Mazzeo, C. (2009). The schools’ teachers leave: Teacher mobility in Chicago public schools, consortium on Chicago school research, University of Chicago, Chicago.
  • Archibald, S., Coggshall, J. G., Croft, A., & Goe, L. (2011). High-quality professional development for all teachers: Effectively allocating resources. Research & Policy Brief. National Comprehensive Center for the Teacher Quality.
  • Barrera-Pedemonte, F. (2016). High-quality teacher professional development and classroom teaching practices: Evidence from TALIS 2013. OECD Education Working Papers 141, OECD Publishing, Paris.
  • Barber, M. and Mourshed, M. (2007). How the world’s best performing school systems come out on top. New York: McKinsey & Company.
  • Behrstock-Sherratt, E., Bassett, K., Olson, D., & Jacques, C. (2014). From good to great: Exemplary teachers share perspectives on increasing teacher effectiveness across the career continuum. American Institutes for Research.
  • Bruns, B., Costa, L., & Cunha, N. (2018). Through the looking glass: Can classroom observation and coaching improve teacher performance in Brazil? Economics and Review, 64, 214-250. https://doi.org/10.1016/j.econedurev.2018.03.003
  • Bryk, A., Camburn, E., & Louis, K. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35(5), 751-781.
  • Cilliers, J. Fleisch, B., Prinsloo, C., & Taylor, S. (2019). How to improve teaching practice? An experimental comparison of centralized training and in-classroom coaching. Journal of Human Resources https://doi.org/10.3368/jhr.55.3.0618-9538r1.
  • Craft, A. (2002). Continuing professional development: A practical guide for teachers and schools. NY: Routledge, Taylor & Francis Group.
  • Croft, A., Coggshall, J., Dolan, M., & Powers, E. (with Killion, J.). (2010). Job-embedded professional development: What it is, who is responsible, and how to get it done well (Issue Brief). Washington, DC: National Comprehensive Center for Teacher Quality. Erişim Adresi: https://learningforward.org/wp-content/uploads/2017/08/job-embedded-professional-development.pdf
  • Cropanzano, R. (2009) Writing non-empirical article for journal of management: general thoughts and suggestions. Journal of Management 35(6).1304-1311 DOI: 10.1177/0149206309344118
  • Çelik, Z., Bozgeyikli, H., Yurdakul, S. (2020). Eğitime bakış 2019: İzleme ve değerlendirme raporu. Ankara: Eğitim-Bir-Sen Stratejik Araştırmalar Merkezi.
  • Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44.
  • DeMonte, J. (2013). High quality professional swvelopment for teachers: Supporting teacher training and to improve student learning. Centers for American Progress. Erişim Adresi: https://cdn.americanprogress.org/wpcontent/uploads/2013/07/DeMonteLearning4Teachers-1.pdf Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the United States, Psychology, Society, & Education, 7(3), 252-263.
  • Evertson, C. M., & Smithey, M. W. (2000). Mentoring effects on protégées’ classroom practice: An experimental field study. Journal of Educational Research, 93(5), 294-304.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research journal, 38(4), 915-945.
  • Harwell, M., D’Amico, L., Stein, M. K., & Gatti, G. (2000, February 15). Professional development and the achievement gap in Community School District #2. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
  • Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 127–150). San Francisco: Jossey-Bass.
  • Helms-Lorenz, M., Slof, B., & Grift, W. V. (2013), First year effects of induction arrangements on beginning teachers’ psychological processes, European Journal of Psychology of Education, 28(4), 1265-1287, http://dx.doi.org/10.1007/s10212-012-0165-y.
  • Hirsh, S. (2009). A new definition. Journal of Staff Development, 30(4), 10–16.
  • Yazar, (2014).
  • Yazar, (2017).
  • Jensen, B. (2012). Catching up: Learning from the best school systems in East Asia. Summary Report. Victoria, Australia: Grattan Institute. Erişim Adresi: https://grattan.edu.au/wp-content/uploads/2014/04/129_report_learning_from_the_best_main.pdf
  • Kaplan, P. (2019). 2020 YKS: Hangi bölümlerde baraj var? Erişim Tarihi ve Adresi: 11.04.2020; http://www.pervinkaplan.com/detay/2020-yks-hangi-bolumlerde-baraj-var/8832
  • Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teaching coaching on instruction and achievement: A meta-analysis of the casual evidence. Review of Educational Reaearch, 88(4), 547-588. https://doi.org/10.3102/0034654318759268
  • Lisans öğrencilerinin yüzde. (2018). Lisans öğrencilerinin yüzde 9’u eğitim fakültelerinde. Erişim Tarihi ve Adresi: 11.04.2020; https://www.hurriyet.com.tr/egitim/lisans-ogrencilerinin-yuzde-9u-egitim-fakultesinde-41019363
  • Morgan, C., & Peter, N. (2005). Continuing professional development for teachers: From induction to senior management. NY: Routledge, Taylor & Francis Group.
  • Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects. OECD Education Working Papers 48. OECD Publishing, Paris.
  • OECD. (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers, Education and training policy, Paris: OECD Publishing. http://dx.doi.org/10.1787/9789264018044-en.
  • OECD. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, Paris: OECD Publishing, https://doi.org/10.1787/1d0bc92a-en
  • Opfer, V., & D. Pedder. (2011). Conceptualizing teacher professional learning, Review of Educational Research, 81(3), 376-407. http://dx.doi.org/10.3102/0034654311413609.
  • Pang, M. (2006). The use of learning study to enhance teacher professional learning in Hong Kong. Teaching Education, 17(1), 27-42.
  • Rockoff, J. (2008). Does mentoring reduce turnover and improve skills of new employees? Evidence from teachers in New York City, NBER Working Paper 13868, National Bureau of Economic Research, March 2008, www.nber.org/papers/w13868.
  • Russo, A. (2004). School-based coaching: A revolution in professional development – Or just the latest fad? Harvard Education Letter.20(4) Erişim Adresi: https://www.academia.edu/22570318/SchoolBased_Coaching_A_revolution_in_professional_development_or_just_the_latest_fad
  • Saxe, G., Gearhart, M., & Nasir, N. S. (2001). Enhancing students' understanding of mathematics: A study of three contrasting approaches to professional support. Journal of Mathematics Teacher Education, 4, 55–79.
  • Sawchuk, S. (2011). Teacher-coaching boosts secondary scores, study finds, Teacher Beat blog, Erişim tarihi ve adresi:22 Mart 2020;http://blogs.edweek.org/edweek/teacherbeat/2011/08/teacher-coaching_boosts_scores.html
  • Stephens, D., & Boldt, G. (2004). School university partnerships: rhetoric, reality, and intimacy. Phi Delta Kappan, 9(85), 703–707.
  • Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. [BES]. Wellington, New Zealand: Ministry of Education. Erişim Adresi: http://educationcounts.edcentre.govt.nz/goto/BES
  • Trust, T., Krutka, D., & Carpenter, J. (2016). Together we are better: Professional learning networks for teachers, Computers & Education, 102, 15-34, http://dx.doi.org/10.1016/j.compedu.2016.06.007.
  • Van Hook, K., Lee, D., & Ferguson, S. (2010). Voices from the field: Teachers describe their experience with a bold system of reform. Santa Monica, CA: National Institute for Excellence in Teaching.
  • Zepeda, S. J. (2015). Job embedded professional development: Support, collaboration, and learning in schools. NY: Routledge, Taylor & Francis Group.
  • Zepeda, S. J. (2017). Instructional supervision: Applying tools and concepts, NY: Routledge, Taylor & Francis Group.
  • Zepeda, S. J. (2019). Professonal development: What works. NY: Routledge, Taylor & Francis Group.
  • Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the learning profession: A status report on teacher development in the United States and Abroad. Technical Report. USA: National Staff Development Council. Erişim Adresi: https://edpolicy.stanford.edu/sites/default/files/publications/professional-learning-learning-profession-status-report-teacher-development-us-and-abroad.pdf
  • Wiburg, K.M., & Brown, S. (2006). Lesson study communities: Increasing achievement with diverse students. Thousand Oaks, CA: Corwin Press.
There are 46 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Abdurrahman İlğan 0000-0002-2972-7727

Publication Date July 31, 2020
Submission Date April 24, 2020
Published in Issue Year 2020 Volume: 11 Issue: 21

Cite

APA İlğan, A. (2020). Öğretmenler için Etkili Mesleki Gelişim Yaklaşımları ile Bir Model Önerisi ve Uygulama Yönergesi. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama, 11(21), 171-197.