Research Article
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Year 2022, Volume: 9 Issue: 5, 243 - 261, 01.09.2022

Gülten Koşar Sevda Dolapçıoğlu Yunus Emre Akbana

https://doi.org/10.17275/per.22.113.9.5

Abstract

References

  • Adler, J. (2000). Social practice theory and mathematics teacher education: A conversation between theory and practice. Nordic Mathematics Education Journal, 8(3), 31-53.
  • Antoniou, P., Kyriakides, L., & Creemers, B. P. M. (2015). The Dynamic Integrated Approach to teacher professional development: rationale and main characteristic. Teacher Development, 19(4), 535-552. https://doi.org/10.1080/13664530.2015.1079550
  • Babinski, L. M., Amendum, S. J., Knotek, S. E., Sa´nchez, M., Malone, P. (2017). Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial. American Educational Research Journal, 55(1), 117-143. https://doi.org/10.3102/0002831217732335
  • Banegas, D., Pavese, A., Velázquez, A., & Vélez, S. M. (2013). Teacher professional development through collaborative action research: Impact on foreign English-language teaching and learning. Educational Action Research, 21(2), 185-201. http://dx.doi.org/10.1080/09650792.2013.789717
  • Besser, M., Leiss, D., & Blum, W. (2020). Who participates in which type of teacher professional development? Identifying and describing clusters of teachers. Teacher Development. https://doi.org/10.1080/13664530.2020.1761872
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. https://doi.org/10.3102/0013189X033008003
  • Burke, B. M. (2013). Experiential professional development: a model for meaningful and long-lasting change in classrooms. Journal of Experiential Learning, 36(3), 247-263. DOI: 10.1177/1053825913489103
  • Cheng, M. M. H., & Li, D. D. Y. (2020). Implementing practitioner research as a teacher professional development strategy in an Asia-Pacific context. Journal of Education for Teaching, 46(1), 55-70. https://doi.org/10.1080/02607476.2019.1708627
  • Cho, M. H., & Rathbun, G. (2013). Implementing teacher-centred online teacher professional development (oTPD) programme in higher education: A case study. Innovations in Education and Teaching International, 50(2), 144-156. https://doi.org/10.1080/14703297.2012.760868
  • Coenders, F., & Verhoef, N. (2019). Lesson Study: Professional development (PD) for beginning and experienced teachers. Professional Development in Education, 45(2), 217-230. https://doi.org/10.1080/19415257.2018.1430050
  • Crafton, L., & Kaiser, E. (2011). The language of collaboration: Dialogue and identity in teacher professional development. Improving Schools, 14(2), 104-116. DOI: 10.1177/1365480211410437
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
  • Darling-Hammond, L. (1997). A conversation with Linda Darling-Hammond. Harvard education letter focus series, 13(3).
  • Dayoub, R., & Bashiruddin, A. (2012). Exploring English-language teachers’ professional development in developing countries: Cases from Syria and Pakistan. Professional Development in Education, 38(4), 489-611. https://doi.org/10.1080/19415257.2011.649986
  • Dreyer, L. M. (2015). Reflective journaling: A tool for teacher professional development. Africa Education Review, 12(2), 331-344. https://doi.org/10.1080/18146627.2015.1108011
  • Eun, B., & Boynton, A. L. H. (2007). Impact of an English-as-a-Second-Language professional development program. The Journal of Educational Research, 101(1), 36-49. https://doi.org/10.3200/JOER.101.1.36-49
  • Fairman, J. C., Smith, D. J., Pullen, P. C., & Lebel, S. J. (2020). The challenge of keeping teacher professional development relevant. Professional Development in Education. https://doi.org/10.1080/19415257.2020.1827010
  • Frost, J. H., Akmal, T. T., & Kingrey, J. U. (2010). Planning teacher professional development: The struggles and successes of an inter‐organizational collaboration. Professional Development in Education, 36(4), 581-595. https://doi.org/10.1080/19415250903396034
  • Harper, F., & Nicolson, M. (2013). Online peer observation: Its value in teacher professional development, support and well-being. International Journal for Academic Development, 18(3), 264-275.
  • Hauge, T. E., & Norenes, S. O. (2009). Changing teamwork practices: Videopaper as a mediating means for teacher professional development. Technology, Pedagogy and Education, 18(3), 279-297. DOI: 10.1080/14759390903255551
  • Hiver, P. (2013). The interplay of possible language teacher selves in professional development choice. Language Teaching Research, 17(2), 210-227. DOI: 10.1177/1362168813475944
  • Huang, B. R. (2016). Transformation and framework of teacher professional development in Taiwan. Policy Features in Education, 14(7), 926-942. DOI: 10.1177/1478210316666428 Kabilan, M. K., & Veratharaju, K. (2013). Professional development needs of primary school English-language teachers in Malaysia. Professional Development in Education 39(3), 330-351. http://dx.doi.org/10.1080/19415257.2012.762418
  • King, F. (2014). Evaluating the impact of teacher professional development: An evidence-based framework. Professional Development in Education, 40(1), 89-111. https://doi.org/10.1080/19415257.2013.823099
  • Kondo, T. (2020). Transforming critical and participative teacher research into communicative action: a possible direction for teacher professional learning. Educational Action Research, 28(2), 159-174.https://doi.org/10.1080/09650792.2019.1667256
  • Lincoln, Y., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
  • Mak, B., & Pun, S. H. (2015). Cultivating a teacher community of practice for sustainable professional development: beyond planned efforts. Teachers and Teaching: Theory and Practice, 21(1), 4-21. http://dx.doi.org/10.1080/13540602.2014.928120
  • Margolis, J., Durbin, R., & Doring, A. (2017). The missing link in teacher professional development: student presence. Professional Development in Education, 43(1), 23-35. https://doi.org/10.1080/19415257.2016.1146995
  • Marín, V. L., Asensio-Pérez, J. I., Villagrá-Sobrino, S., Hernández-Leo, D., & García-Sastre, S. (2018). Supporting online collaborative design for teacher professional development. Technology, Pedagogy and Education, 27(5), 571-587. https://doi.org/10.1080/1475939X.2018.1547787
  • Ministry of National Education. (2020). https://hacimuradiveliiho.meb.k12.tr/meb_iys_dosyalar/18/01/702982/dosyalar/2020_03/27193948_Lise_Turleri.pdf
  • Liu, Y. (2019). Situated teacher learning as externalising and mobilising teachers’ tacit knowledge through talk in a language teacher professional community. Research Papers in Education, 34(3), 330-351. https://doi.org/10.1080/02671522.2018.1452956
  • Opfer, V. D., & Pedder, D. (2010). Benefits, status and effectiveness of continuous professional development for teachers in England. The Curriculum Journal, 21(4), 413-431. http://dx.doi.org/10.1080/09585176.2010.529651
  • Opfer, V. D., & Pedder, D. (2011b). The lost promise of teacher professional development in England. European Journal of Teacher Education, 34(1), 3-24. https://doi.org/10.1080/02619768.2010.534131
  • Opfer, V. D., & Pedder, D. (2011d). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407. DOl: 10.3102/0034654311413609
  • Prabjandee, D. (2020). Teacher professional development to implement Global Englishes language teaching. Asian Englishes, 22(1), 52-67. https://doi.org/10.1080/13488678.2019.1624931
  • Prestridge, S. (2017). Conceptualising self-generating online teacher professional development. Technology, Pedagogy and Education, 26(1), 85-104. https://doi.org/10.1080/1475939X.2016.1167113
  • Richards, J.C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
  • Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
  • Sari, E. R. (2012). Online learning community: a case study of teacher professional development in Indonesia. Intercultural Education, 23(1), 63-72. https://doi.org/10.1080/14675986.2012.664755
  • Tran, Y. K. (2014). Professional development and teacher efficacy: Contexts of what, when, and how in serving ELLs. Multicultural Education Review, 6(2), 81-116. https://doi.org/10.1080/2005615X.2014.11102913
  • Yeol Choi, D. S., & Morrison, P. (2014). Learning to get it right: Understanding change processes in professional development for teachers of English learners. Professional Development in Education, 40(3), 416-435. http://dx.doi.org/10.1080/19415257.2013.806948
  • Shawer, S. (2010). Classroom‐level teacher professional development and satisfaction: Teachers learn in the context of classroom‐level curriculum development. Professional Development in Education, 36(4), 597-620. https://doi.org/10.1080/19415257.2010.489802
  • Stanley, A. M. (2011). Professional development within collaborative teacher study groups: Pitfalls and promises. Arts Education Policy Review, 112, 71-78. DOI: 10.1080/10632913.2011.546692
  • Svendsen, B. (2016). Teachers’ experience from a school-based collaborative teacher professional development programme: Reported impact on professional development. Teacher Development, 20(3), 313-328. https://doi.org/10.1080/13664530.2016.1149512
  • Uztosun, M. S. (2018). In-service teacher education in Turkey: English language teachers’ perspectives. Professional Development in Education, 44(4), 557-569. https://doi.org/10.1080/19415257.2017.1374989
  • Zehetmeier, S., Andreitz, I., Erlacher, W., & Rauch, F. (2015). Researching the impact of teacher professional development programmes based on action research, constructivism, and systems theory. Educational Action Research, 23(2), 162-177. https://doi.org/10.1080/09650792.2014.997261

Identifying Professional Development Practices and Needs of The English Language Teachers Teaching at Anatolian High Schools in The County of Antakya, Turkey

Year 2022, Volume: 9 Issue: 5, 243 - 261, 01.09.2022

Gülten Koşar Sevda Dolapçıoğlu Yunus Emre Akbana

https://doi.org/10.17275/per.22.113.9.5

Abstract

Teacher professional development is to be continuous to ensure its sustainability, indicating the need for unceasing scaffolding provided to the teacher for their professional learning staring with the pre-service teacher education program and going on till their retirement. In-service teacher professional development programs/activities could lead to anticipated outcomes, improved teaching and learning performance, providing they are structured around the real professional development needs of the teacher rather than the ones determined by professional development units of ministries of education or school administration. That is to say, bottom-up professional development activities are more likely to generate desired impacts than top-down ones. In light of this premise, this explanatory sequential mixed methods study aims to identify the professional development needs of in-service English teachers teaching at Anatolian High Schools in the county of Antakya, Turkey. In addition, this study reports on the English teachers’ professional development practices. With these purposes in mind, a web survey was distributed to the teachers and the data it yielded were analysed running descriptive statistics. To gain deeper insights into the teachers’ professional development practices and needs, a semi-structured telephone interview was conducted and the data provided by it was subjected to inductive content analysis. The findings demonstrated that the teachers had been taking a number of steps for their professional development and were mostly in need of taking part in professional development activities that aimed at improving their skills of teaching and assessing speaking. Additionally, the findings pointed to the high value the teachers attached to bottom-up professional development activities.

Keywords

bottom-up professional development activities in-service English teachers professional development practices professional development needs top-down professional development activities

References

  • Adler, J. (2000). Social practice theory and mathematics teacher education: A conversation between theory and practice. Nordic Mathematics Education Journal, 8(3), 31-53.
  • Antoniou, P., Kyriakides, L., & Creemers, B. P. M. (2015). The Dynamic Integrated Approach to teacher professional development: rationale and main characteristic. Teacher Development, 19(4), 535-552. https://doi.org/10.1080/13664530.2015.1079550
  • Babinski, L. M., Amendum, S. J., Knotek, S. E., Sa´nchez, M., Malone, P. (2017). Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial. American Educational Research Journal, 55(1), 117-143. https://doi.org/10.3102/0002831217732335
  • Banegas, D., Pavese, A., Velázquez, A., & Vélez, S. M. (2013). Teacher professional development through collaborative action research: Impact on foreign English-language teaching and learning. Educational Action Research, 21(2), 185-201. http://dx.doi.org/10.1080/09650792.2013.789717
  • Besser, M., Leiss, D., & Blum, W. (2020). Who participates in which type of teacher professional development? Identifying and describing clusters of teachers. Teacher Development. https://doi.org/10.1080/13664530.2020.1761872
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. https://doi.org/10.3102/0013189X033008003
  • Burke, B. M. (2013). Experiential professional development: a model for meaningful and long-lasting change in classrooms. Journal of Experiential Learning, 36(3), 247-263. DOI: 10.1177/1053825913489103
  • Cheng, M. M. H., & Li, D. D. Y. (2020). Implementing practitioner research as a teacher professional development strategy in an Asia-Pacific context. Journal of Education for Teaching, 46(1), 55-70. https://doi.org/10.1080/02607476.2019.1708627
  • Cho, M. H., & Rathbun, G. (2013). Implementing teacher-centred online teacher professional development (oTPD) programme in higher education: A case study. Innovations in Education and Teaching International, 50(2), 144-156. https://doi.org/10.1080/14703297.2012.760868
  • Coenders, F., & Verhoef, N. (2019). Lesson Study: Professional development (PD) for beginning and experienced teachers. Professional Development in Education, 45(2), 217-230. https://doi.org/10.1080/19415257.2018.1430050
  • Crafton, L., & Kaiser, E. (2011). The language of collaboration: Dialogue and identity in teacher professional development. Improving Schools, 14(2), 104-116. DOI: 10.1177/1365480211410437
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
  • Darling-Hammond, L. (1997). A conversation with Linda Darling-Hammond. Harvard education letter focus series, 13(3).
  • Dayoub, R., & Bashiruddin, A. (2012). Exploring English-language teachers’ professional development in developing countries: Cases from Syria and Pakistan. Professional Development in Education, 38(4), 489-611. https://doi.org/10.1080/19415257.2011.649986
  • Dreyer, L. M. (2015). Reflective journaling: A tool for teacher professional development. Africa Education Review, 12(2), 331-344. https://doi.org/10.1080/18146627.2015.1108011
  • Eun, B., & Boynton, A. L. H. (2007). Impact of an English-as-a-Second-Language professional development program. The Journal of Educational Research, 101(1), 36-49. https://doi.org/10.3200/JOER.101.1.36-49
  • Fairman, J. C., Smith, D. J., Pullen, P. C., & Lebel, S. J. (2020). The challenge of keeping teacher professional development relevant. Professional Development in Education. https://doi.org/10.1080/19415257.2020.1827010
  • Frost, J. H., Akmal, T. T., & Kingrey, J. U. (2010). Planning teacher professional development: The struggles and successes of an inter‐organizational collaboration. Professional Development in Education, 36(4), 581-595. https://doi.org/10.1080/19415250903396034
  • Harper, F., & Nicolson, M. (2013). Online peer observation: Its value in teacher professional development, support and well-being. International Journal for Academic Development, 18(3), 264-275.
  • Hauge, T. E., & Norenes, S. O. (2009). Changing teamwork practices: Videopaper as a mediating means for teacher professional development. Technology, Pedagogy and Education, 18(3), 279-297. DOI: 10.1080/14759390903255551
  • Hiver, P. (2013). The interplay of possible language teacher selves in professional development choice. Language Teaching Research, 17(2), 210-227. DOI: 10.1177/1362168813475944
  • Huang, B. R. (2016). Transformation and framework of teacher professional development in Taiwan. Policy Features in Education, 14(7), 926-942. DOI: 10.1177/1478210316666428 Kabilan, M. K., & Veratharaju, K. (2013). Professional development needs of primary school English-language teachers in Malaysia. Professional Development in Education 39(3), 330-351. http://dx.doi.org/10.1080/19415257.2012.762418
  • King, F. (2014). Evaluating the impact of teacher professional development: An evidence-based framework. Professional Development in Education, 40(1), 89-111. https://doi.org/10.1080/19415257.2013.823099
  • Kondo, T. (2020). Transforming critical and participative teacher research into communicative action: a possible direction for teacher professional learning. Educational Action Research, 28(2), 159-174.https://doi.org/10.1080/09650792.2019.1667256
  • Lincoln, Y., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
  • Mak, B., & Pun, S. H. (2015). Cultivating a teacher community of practice for sustainable professional development: beyond planned efforts. Teachers and Teaching: Theory and Practice, 21(1), 4-21. http://dx.doi.org/10.1080/13540602.2014.928120
  • Margolis, J., Durbin, R., & Doring, A. (2017). The missing link in teacher professional development: student presence. Professional Development in Education, 43(1), 23-35. https://doi.org/10.1080/19415257.2016.1146995
  • Marín, V. L., Asensio-Pérez, J. I., Villagrá-Sobrino, S., Hernández-Leo, D., & García-Sastre, S. (2018). Supporting online collaborative design for teacher professional development. Technology, Pedagogy and Education, 27(5), 571-587. https://doi.org/10.1080/1475939X.2018.1547787
  • Ministry of National Education. (2020). https://hacimuradiveliiho.meb.k12.tr/meb_iys_dosyalar/18/01/702982/dosyalar/2020_03/27193948_Lise_Turleri.pdf
  • Liu, Y. (2019). Situated teacher learning as externalising and mobilising teachers’ tacit knowledge through talk in a language teacher professional community. Research Papers in Education, 34(3), 330-351. https://doi.org/10.1080/02671522.2018.1452956
  • Opfer, V. D., & Pedder, D. (2010). Benefits, status and effectiveness of continuous professional development for teachers in England. The Curriculum Journal, 21(4), 413-431. http://dx.doi.org/10.1080/09585176.2010.529651
  • Opfer, V. D., & Pedder, D. (2011b). The lost promise of teacher professional development in England. European Journal of Teacher Education, 34(1), 3-24. https://doi.org/10.1080/02619768.2010.534131
  • Opfer, V. D., & Pedder, D. (2011d). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407. DOl: 10.3102/0034654311413609
  • Prabjandee, D. (2020). Teacher professional development to implement Global Englishes language teaching. Asian Englishes, 22(1), 52-67. https://doi.org/10.1080/13488678.2019.1624931
  • Prestridge, S. (2017). Conceptualising self-generating online teacher professional development. Technology, Pedagogy and Education, 26(1), 85-104. https://doi.org/10.1080/1475939X.2016.1167113
  • Richards, J.C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
  • Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
  • Sari, E. R. (2012). Online learning community: a case study of teacher professional development in Indonesia. Intercultural Education, 23(1), 63-72. https://doi.org/10.1080/14675986.2012.664755
  • Tran, Y. K. (2014). Professional development and teacher efficacy: Contexts of what, when, and how in serving ELLs. Multicultural Education Review, 6(2), 81-116. https://doi.org/10.1080/2005615X.2014.11102913
  • Yeol Choi, D. S., & Morrison, P. (2014). Learning to get it right: Understanding change processes in professional development for teachers of English learners. Professional Development in Education, 40(3), 416-435. http://dx.doi.org/10.1080/19415257.2013.806948
  • Shawer, S. (2010). Classroom‐level teacher professional development and satisfaction: Teachers learn in the context of classroom‐level curriculum development. Professional Development in Education, 36(4), 597-620. https://doi.org/10.1080/19415257.2010.489802
  • Stanley, A. M. (2011). Professional development within collaborative teacher study groups: Pitfalls and promises. Arts Education Policy Review, 112, 71-78. DOI: 10.1080/10632913.2011.546692
  • Svendsen, B. (2016). Teachers’ experience from a school-based collaborative teacher professional development programme: Reported impact on professional development. Teacher Development, 20(3), 313-328. https://doi.org/10.1080/13664530.2016.1149512
  • Uztosun, M. S. (2018). In-service teacher education in Turkey: English language teachers’ perspectives. Professional Development in Education, 44(4), 557-569. https://doi.org/10.1080/19415257.2017.1374989
  • Zehetmeier, S., Andreitz, I., Erlacher, W., & Rauch, F. (2015). Researching the impact of teacher professional development programmes based on action research, constructivism, and systems theory. Educational Action Research, 23(2), 162-177. https://doi.org/10.1080/09650792.2014.997261
There are 45 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Gülten Koşar 0000-0002-4687-4382

Sevda Dolapçıoğlu 0000-0002-2707-1744

Yunus Emre Akbana 0000-0002-5707-3564

Publication Date September 1, 2022
Acceptance Date July 16, 2022
Published in Issue Year 2022 Volume: 9 Issue: 5

Cite

APA Koşar, G., Dolapçıoğlu, S., & Akbana, Y. E. (2022). Identifying Professional Development Practices and Needs of The English Language Teachers Teaching at Anatolian High Schools in The County of Antakya, Turkey. Participatory Educational Research, 9(5), 243-261. https://doi.org/10.17275/per.22.113.9.5
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