A Paradigm Shift for Teachers' Professional Development Structure in Turkey

This chapter concerns the importance of in-service training programmes for the professional development of science teachers. A description will be given of the general structure of in-service training activities in Turkey and the results will be presented of an in-service training project, which was conducted as part of a three-year longitudinal study. Within the scope of the project, an in-service training programme for science teachers was conducted based on the argument-based inquiry approach and the theoretical premises upon which it is built. The project aimed to direct science teachers towards student-centred teaching. The training activities focused on the scientific thinking underpinning the teachers' professional knowledge and practices, their perceptions on learning, and their pedagogical practices and epistemological beliefs. The extent to which these activities affected classroom applications and learning processes was investigated and the findings suggest that they had a statistically significant impact on the teachers' pedagogical development and on the students' academic performance and thinking skills.

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A Paradigm Shift for Teachers' Professional Development Structure in Turkey

Educational Leadership and Administration ◽

10.4018/978-1-5225-1624-8.ch016 ◽

2016 ◽

pp. 282-302

Author(s):

Murat Günel ◽

Melike Özer-Keskin ◽

Nilay Keskin-Samancı

Keyword(s):

Professional Development ◽

Science Teachers ◽

Epistemological Beliefs ◽

General Structure ◽

Training Programme ◽

Thinking Skills ◽

Pedagogical Practices ◽

Service Training ◽

Training Activities ◽

Teachers Professional Development

This chapter concerns the importance of in-service training programmes for the professional development of science teachers. A description will be given of the general structure of in-service training activities in Turkey and the results will be presented of an in-service training project, which was conducted as part of a three-year longitudinal study. Within the scope of the project, an in-service training programme for science teachers was conducted based on the argument-based inquiry approach and the theoretical premises upon which it is built. The project aimed to direct science teachers towards student-centred teaching. The training activities focused on the scientific thinking underpinning the teachers' professional knowledge and practices, their perceptions on learning, and their pedagogical practices and epistemological beliefs. The extent to which these activities affected classroom applications and learning processes was investigated and the findings suggest that they had a statistically significant impact on the teachers' pedagogical development and on the students' academic performance and thinking skills.

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A Paradigm Shift for Teachers' Professional Development Structure in Turkey

Teacher Education ◽

10.4018/978-1-5225-0164-0.ch055 ◽

2016 ◽

pp. 1146-1166

Author(s):

Murat Günel ◽

Melike Özer-Keskin ◽

Nilay Keskin-Samancı

Keyword(s):

Professional Development ◽

Science Teachers ◽

Epistemological Beliefs ◽

General Structure ◽

Training Programme ◽

Thinking Skills ◽

Pedagogical Practices ◽

Service Training ◽

Training Activities ◽

Teachers Professional Development

This chapter concerns the importance of in-service training programmes for the professional development of science teachers. A description will be given of the general structure of in-service training activities in Turkey and the results will be presented of an in-service training project, which was conducted as part of a three-year longitudinal study. Within the scope of the project, an in-service training programme for science teachers was conducted based on the argument-based inquiry approach and the theoretical premises upon which it is built. The project aimed to direct science teachers towards student-centred teaching. The training activities focused on the scientific thinking underpinning the teachers' professional knowledge and practices, their perceptions on learning, and their pedagogical practices and epistemological beliefs. The extent to which these activities affected classroom applications and learning processes was investigated and the findings suggest that they had a statistically significant impact on the teachers' pedagogical development and on the students' academic performance and thinking skills.

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A Paradigm Shift for Teachers' Professional Development Structure in Turkey

Medical Education and Ethics ◽

10.4018/978-1-5225-0978-3.ch047 ◽

2017 ◽

pp. 1022-1042

Author(s):

Murat Günel ◽

Melike Özer-Keskin ◽

Nilay Keskin-Samancı

Keyword(s):

Professional Development ◽

Science Teachers ◽

Epistemological Beliefs ◽

General Structure ◽

Training Programme ◽

Thinking Skills ◽

Pedagogical Practices ◽

Service Training ◽

Training Activities ◽

Teachers Professional Development

This chapter concerns the importance of in-service training programmes for the professional development of science teachers. A description will be given of the general structure of in-service training activities in Turkey and the results will be presented of an in-service training project, which was conducted as part of a three-year longitudinal study. Within the scope of the project, an in-service training programme for science teachers was conducted based on the argument-based inquiry approach and the theoretical premises upon which it is built. The project aimed to direct science teachers towards student-centred teaching. The training activities focused on the scientific thinking underpinning the teachers' professional knowledge and practices, their perceptions on learning, and their pedagogical practices and epistemological beliefs. The extent to which these activities affected classroom applications and learning processes was investigated and the findings suggest that they had a statistically significant impact on the teachers' pedagogical development and on the students' academic performance and thinking skills.

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Steps in need of teachers’ tranformative professonial learning

Opus et Educatio ◽

10.3311/ope.152 ◽

2016 ◽

Vol 3 (6) ◽

Author(s):

Judit Vidékiné Reményi

Keyword(s):

Professional Development ◽

Transformative Learning ◽

Training Programme ◽

Transformative Teaching ◽

Teachers Beliefs ◽

Improve Student Achievement ◽

Service Training ◽

Teachers Professional Development ◽

Training Programmes ◽

And Training

The paper considers transformative learning within the context of teachers’ professional development as part of a formal teacher in-service training programmes. Hungarian teachers’ outdated teaching methods and more often than not old-fashioned classroom technologies and tools are not capable of providing quality education and training. Formal professional development programmes should shift from transmissive teaching to transformative teaching in order to improve student achievement by fundamentally changing teachers’ beliefs and attitudes to teaching. A model of a university-based teacher training programme aiming at teachers’ transformative learning is described.

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Perspectives in regard to factors affecting the professional development of science teachers

Journal of Human Sciences ◽

10.14687/jhs.v13i2.3769 ◽

2016 ◽

Vol 13 (2) ◽

pp. 2625 ◽

Cited By ~ 1

Author(s):

Volkan Hasan Kaya ◽

Yasemin Gödek

Keyword(s):

Professional Development ◽

Science Teachers ◽

School Principals ◽

Descriptive Analysis ◽

Structured Interview ◽

Teaching Profession ◽

Correlation Technique ◽

Factors Affecting ◽

Service Training ◽

Teachers Professional Development

As one of the crucial elements of education system, teachers’ professional development is important to equip them with the education to compensate the needs of modern life. The major aim of this research is to determine the views of school principals and science teachers on the concept of professional development, and identify factors which affect science teachers’ professional development. Both qualitative (semi-structured interview) and quantitative (survey) research methods were used in the research. The sample consisted of school principals and science teachers who were working in Nevşehir province and its districts. 6 school principals and 6 science teachers were interviewed in-depthly. In addition, data from 109 science teachers were also collected through questionnaires. The data obtained through interviews were analyzed by descriptive analysis. Simple correlation technique and percentage distributions were used to analyze the questionnaires. The research findings show that in general, the teaching profession is being perceived as a profession which starts with pre-service training and continues with in-service training; therefore, it is an ongoing process. It has also been discovered that in this process, "personal and external factors" affect science teachers' professional development. Thus, teachers’ professional development should be supported in line with these factors.

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A FIELD STUDY OF THE TRANSACTIONAL MODALITIES OF THE IN-SERVICE TEACHER TRAINING PROGRAMMES FOR SECONDARY SCHOOL TEACHERS UNDER RMSA IN MIZORAM

EPRA International Journal of Environmental Economics, Commerce and Educational Management ◽

10.36713/epra5193 ◽

2020 ◽

pp. 9-13

Author(s):

Zairemmawia Renthlei ◽

Prof. L N Mishra

Keyword(s):

Professional Development ◽

Secondary School ◽

Secondary School Teachers ◽

Training Programme ◽

Administrative Staff ◽

School Teachers ◽

Service Training ◽

Training Programmes ◽

Teachers Training ◽

District Offices

The professional development of teachers is an important aspect of education and the main avenue for the professional development of secondary school teachers is the in-service training programmes organised by the district education offices. This study is an attempt to study the transactional modalities i.e. the manner in which the training programmes are organised by the various district education offices. Training Centres in all eight districts of Mizoram were visited and administrative staff from all the district offices were interviewed. Findings were tabulated and recommendations made for improvement. KEYWORDS: In-service Training Programme, Secondary School Teachers, Training Centres, Transactional Modalities, Challenges, Thrust Areas, Recommendations.

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Multimodal Narratives in Nursing Education

Multimodal Narratives in Research and Teaching Practices - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8570-1.ch018 ◽

2019 ◽

pp. 356-375

Author(s):

Marília Rua ◽

Rita M. F. Leal ◽

Nilza Costa

Keyword(s):

Professional Development ◽

Decision Making ◽

Critical Thinking ◽

Nursing Education ◽

Classroom Practices ◽

Nurse Education ◽

Pedagogical Practices ◽

Teachers Professional Development

Nursing education is driven by emerging challenges of scientific, technological, and professional advances that require the use of strategies that promote students' development of critical thinking for decision making in different contexts. It also requires that teachers constantly reflect on their pedagogical practices and (re)think them using strategies that allow their enhancement. The use of multimodal narratives (MNs) can be an important tool for teachers' professional development, namely to improve their classroom practices. Given the novelty of the use of MNs in nursing education, this chapter presents an analysis concerning the experience of making a MN and how it has been reflected in the authors' pedagogical practices. With this experience, potentialities of continuing to use MNs in nurse education are explored.

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