Teachers' evaluation of professional development in support of national reforms

As in many other nations, the Turkish education system has undergone many significant curricular and structural reforms in the last decade. This study was designed to learn from teachers about the quality of professional development programs that were designed to support national reforms. It was bas...

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Vydané v:Issues in educational research Ročník 25; číslo 4; s. 442 - 459
Hlavní autori: Gökmenoğlu, Tuba, Clark, Christopher M
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Perth Western Australian Institute for Educational Research Inc 01.01.2015
Predmet:
Classrooms
Compulsory education
Core curriculum
Education reform
Educational Change
Educational Needs
Educational policy
Educational Quality
Educational Research
Educational technology
Elementary School Teachers
Foreign Countries
Government schools
Inservice Teacher Education
Learning
Learning Theories
Likert Scales
Mathematics
Multivariate Analysis
National Surveys
Pillais Trace
Preferences
Primary Education
Primary school teachers
Professional Development
Program Effectiveness
Public School Teachers
Satisfaction
School effectiveness
School systems
Science education
Secondary School Students
Students
SWOT analysis
Teacher Attitudes
Teacher Educators
Teacher Motivation
Teachers
Teaching Methods
Training
Trends
Turkey
Turkey
ISSN:1837-6290, 0313-7155, 1837-6290
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Popis
Shrnutí:As in many other nations, the Turkish education system has undergone many significant curricular and structural reforms in the last decade. This study was designed to learn from teachers about the quality of professional development programs that were designed to support national reforms. It was based on a national survey of 1,730 Turkish teachers conducted in Spring 2012. The target population comprised K-8 teachers who were Classroom teachers (primary grades), or Mathematics, Science and Technology, Social Studies, Turkish, or English teachers in public schools in Turkey. Ten years into a period of intensive national reform, teachers reported that professional development activities only moderately satisfied them. The authors speculate that 'reform fatigue' may be partially responsible for relatively low teacher enthusiasm for mandatory, centrally designed training. Failure to adjust teacher development designs to meet established teacher preferences could undermine ambitious and expensive programs of national education reform. [Author abstract, ed]
Bibliografia:Refereed article. Includes bibliographical references.
Issues in Educational Research; v.25 n.4 p.442-459; 2015
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ISSN:1837-6290
0313-7155
1837-6290