Dr.
Süleyman Sadi SEFEROGLU Hacettepe University, Faculty of Education Department of Computer Education & Instructional Technology Beytepe - ANKARA 06532 |
Elementary School Teacher Development: A Study of Professional Development Opportunities in Turkish Schools. Unpublished Doctoral Dissertation. Columbia University, 1996.
Seferoğlu, S. S. (1996). Elementary School Teacher Development: A Study of Professional Development Opportunities in Turkish Schools. Unpublished Doctoral Dissertation. Columbia University, New York, USA. (Yayımlanmamış Doktora Tezi, Columbia Üniversitesi, New York, ABD).
This study examined elementary school teachers' perceptions of the availability and usefulness of teacher development opportunities (development practices) in Turkey. A survey was used to collect the data. Results, based on 313 questionnaires completed by public elementary school teachers in Ankara province, Turkey, indicate that elementary school teachers do not have enough access to in-service training activities.
According to the findings most teachers agreed that in-service activities which they have attended were useful in improving their teaching skills, knowledge, and in solving difficulties they had in their classrooms. Most teachers also believe that participating in in-service training activities would provide teachers with the opportunities to share their experiences and problems with others and find common solutions to common problems and concerns.
Most teachers said that interaction among teachers and exploration of ideas, sharing experiences, difficulties, concerns and problems, sharing instructional materials are useful for teachers' professional and personal development, and they also believe that teachers should be given opportunities to share their ideas with others.
The study looked for ways through which teachers develop themselves without depending on others such as supervisors, principals, and in-service-training services. These opportunities include techniques such as Peer Coaching and Mentor Teaching.