The Investigation of Teachers' Metaphoric Perceptions about Professional Development

Autor/in	Yurtseven, Nihal
Titel	The Investigation of Teachers' Metaphoric Perceptions about Professional Development
Quelle	In: Journal of Education and Learning, 6 (2017) 2, S.120-131 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Investigations; Teacher Attitudes; Faculty Development; Qualitative Research; Online Surveys; Figurative Language; Elementary Secondary Education; Higher Education; Educational Attitudes; Foreign Countries; Content Analysis; Turkey + Suchen Sie Ihr Suchwort? Untersuchung; Lehrerverhalten; Qualitative Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ausland; Inhaltsanalyse; Türkei
Abstract	Professional development is an ongoing process in which teachers review their teaching practices and learn how to respond to their students' needs. To make the professional development process more effective, we need to define the identity of a teacher correctly and clarify the perspective about teachers' professional development. The purpose of this study is to investigate teachers' metaphoric perceptions about professional development. The study was carried out through qualitative research design. The data was collected via an electronic form. The participants were 526 teachers that the researcher contacted through e-mail or social media sites. The data was analyzed through content analysis. The findings of the study indicated that the participants often associated the concept of professional development with an object. In addition, they regarded professional development as a growing and developing entity as well as a demanding occupation that involved change. In this respect, it is important that the teachers are provided with the required resources, budget and time to continue their professional development. Moreover, it is crucial that professional development activities are not limited to seminars and teachers are given the initiative to conduct research about their teaching process. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01