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. Ten years...
Saved in:
| Published in: | Issues in educational research Vol. 25; no. 4; pp. 442 - 459 |
|---|---|
| Main Authors: | , |
| Format: | Journal Article |
| Published: |
Perth, WA
Institutes for Educational Research in NSW, SA and WA
01.01.2015
|
| Subjects: | |
| ISSN: | 1837-6290, 1837-6290 |
| Online Access: | Get full text |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | 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. Ten years into a period of intensive national reform, teachers reported that professional development activities only moderately satisfied them. We 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. 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. Ten years into a period of intensive national reform, teachers reported that professional development activities only moderately satisfied them. We 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. |
|---|---|
| Bibliography: | Issues in Educational Research, Vol. 25, No. 4, Dec 2015, 442-459 IER2.jpg Issues in Educational Research, Vol. 25, No. 4, 2015: 442-459 Informit, Melbourne (Vic) |
| ISSN: | 1837-6290 1837-6290 |