DOI: 10.5176/2251-1814_EeL13.58

Authors: Remzi Y. Kıncal, Dilek Beypınar, Arzu Daşcı-Derya and Fatih Topçu

Professional learning provides teachers with extended learning opportunities to develop their appropriate skills, knowledge and attitudes. Most studies have only focused on teacher learning in workplace settings. Teachers also learn within the settings other than their workplace. The purpose of this exploratory study is to gain deeper understanding about teacher professional learning both in formal and informal areas by describing and analyzing teachers' perceptions and experiences of teachers. Since teaching is a combination of instructional, classroom management, developing a curriculum, evaluation strategies, it is vital to explore factors that influence these strategies in terms of professional development. In order to reach our aim, a qualitative paradigm is selected. As a qualitative methodology, ethnographic approach is selected since it is the study of social interactions, behaviors, and perceptions that occur within groups, teams, organizations and communities. A semi-structured interview guide is used for data collection. This interview guide applied to a total of 20 teachers from five secondary schools with students from various socio-economic levels in Erzurum. Finally, it is expected to find out to what extend teachers are using the teaching resources and sharing their materials with colleagues to improve their professional development.

Keywords: professional learning, professional development, teacher education


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