International Association of Educators   |  ISSN: 1308 - 951X

Original article | International Journal of Research in Teacher Education 2023, Vol. 14(1) 38-53

Taking the lid off in-service teacher education in Turkey: Voices from stakeholders

Tuğba Şimşek Rackelmann, Ali Ceyhun Müftüoğlu & Burcu Turhan

pp. 38 - 53   |  DOI: https://doi.org/10.29329/ijrte.2023.523.3   |  Manu. Number: MANU-2211-04-0004

Published online: March 28, 2023  |   Number of Views: 16  |  Number of Download: 49


Abstract

This study aimed at investigating in-service teacher education in Turkey by comparing the Ministry of National Education’s regulations on in-service education to the perspectives of multiple stakeholders: teachers, school managers, and a local in-service education director. This goal was achieved by delving into regulations on in-service education of teachers in Turkey, checking whether the regulations were put into practice and what the stakeholders’ views were about the current practices. The results revealed that the regulations reflected an ideal in-service education for teachers; however, the satisfaction level of the stakeholders decreased as we moved from the local director to the teachers. The overall findings imply that in order to realize the regulations’ goals, teachers’ needs should be identified first, practices should be organized for each branch separately, the seminars should be planned for small groups and different school levels, and the evaluation processes should certainly be implemented after the in-service practices.

Keywords: in-service teacher education, in-service teachers, English language teachers


How to Cite this Article?

APA 6th edition
Rackelmann, T.S., Muftuoglu, A.C. & Turhan, B. (2023). Taking the lid off in-service teacher education in Turkey: Voices from stakeholders . International Journal of Research in Teacher Education, 14(1), 38-53. doi: 10.29329/ijrte.2023.523.3

Harvard
Rackelmann, T., Muftuoglu, A. and Turhan, B. (2023). Taking the lid off in-service teacher education in Turkey: Voices from stakeholders . International Journal of Research in Teacher Education, 14(1), pp. 38-53.

Chicago 16th edition
Rackelmann, Tugba Simsek, Ali Ceyhun Muftuoglu and Burcu Turhan (2023). "Taking the lid off in-service teacher education in Turkey: Voices from stakeholders ". International Journal of Research in Teacher Education 14 (1):38-53. doi:10.29329/ijrte.2023.523.3.

References

    Anderson, C. A. (2008). A quantitative study of the perceived professional development needs of foreign language teachers employed in rural school districts within the State of South Carolina. (Unpublished doctoral dissertation), Capella University, USA.

    Barrow, K., Boyle, H., Ginsburg, M., Leu, E., Pier, D., & Price-Rom, A. (2007). Cross-national synthesis on education quality report no. 3: Professional development and implementing active-learning, student-centered pedagogies. Washington, DC: EQUIP1/American Institutes for Research. 

    Bayrakcı, M. (2009). In-service teacher training in Japan and Turkey: A comparative analysis of institutions and practices. Australian Journal of Teacher Education, 34(1), 10-22, http://dx.doi.org/10.14221/ajte.2009v34n1.2 

    Bolam, R. (1986). Conceptualising in-service. In D. Hopkins (Ed.), In-service training and development: An international survey. London: Croom Helm.

    Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.

    Büyükyavuz, O. (2013). Professional development for Turkish teachers of English: is it a must or luxury? Procedia-Social and Behavioural Sciences, 89, 363-367, http://dx.doi.org/10.1016/j.sbspro.2013.08.861

    Cohen, L., L. Manion, & K. Morrison. (2007). Research methods in education. Oxon: Routledge. 

    Daloğlu, A. (2004). A professional development program for primary school English language teachers in Turkey: Designing a materials bank. International Journal of Educational Development, 24(6), 677–690.

    Darling-Hammond, L., & C. D. Prince. (2007). Strengthening teacher quality in high-need schools: policy and practice. Council of Chief State School Officers, USA. Retrieved from https://policycommons.net/artifacts/977790/strengthening-teacher-quality-in-high-need-schools/1706917/ on 26 March 2023. CID: 20.500.12592/9cnrbs.

    Day, C. (1999). Developing teachers: The challenges of life-long learning. London: Falmer Press. 

    Dutto, M. G. (2009). Professional development for teachers: The new scenario in Italy. Retrieved from https://www.cedefop.europa.eu/es/news-and-press/news/professionalisation-vet-teachers-future on 26 March 2023.

    Edwards, S., & J. Nuttall. (2016). Contemporary pre-service and in-service teacher education: New learning and new demands. Asia-Pacific Journal of Teacher Education, 44(3), 205-207, http://dx.doi.org/10.1080/1359866X.2016.1170308

    Flores, M. A., Veiga Simão, A. M., Rajala, R., & Tornberg, A. (2006). Factors influencing in-service education and professional development of teachers: Findings from an empirical study. ICET International Council on Education for Teaching, 51st World Assembly.

    Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35(1), 1-13.

    Kauppinen, M., Kainulainen, J., Hökkä, P., & Vähäsantanen, K. (2020). Professional agency and its features in supporting teachers’ learning during an in-service education programme. European Journal of Teacher Education, 43(3), 384-404.

    Kohl, A. G. (2005). The professional development needs of k-12 ESL and foreign language teachers: A descriptive study. (Unpublished doctoral dissertation), Chapel Hill, USA.

    Korkmazgil, S., & Seferoğlu, G. (2013). Exploring non-native English teachers’ professional development practices. Boğaziçi University Journal of Faculty of Education, 30(1), 1-9.

    Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage.

    Leu, E., & Ginsburg, M. (2011). In-service teacher professional development: Equip1 first principles compendium. Washington, DC: American Institutes for Research. 

    Lieberman, A. (1994). Teacher development: Commitment and challenge. In P. P. Grimmett and J. Neufeld (Eds.), Teacher development and the struggle for authenticity: Professional growth and restructuring in the context of change (pp. 15-30). New York: Teachers College Press.

    Liu, X. (2006). Exploration of issues and models of new curriculum training for rural junior high school English teachers. Foreign Language Teaching and Research in Basic Education, 70(12), 51-53. 

    McCarthy, J., & Riley, S. (2000). A new vision for teacher professional development. Leadership, 30(2), 34-36.

    Meng, J., & Tajaroensuk, S. (2013). An investigation of tertiary EFL teachers’ problems in their in-service professional development. Journal of Language Teaching and Research, 4(6), 1356-1364.

    O’Leary, Z. (2014). The essential guide to doing your research project. (2nd ed.) Thousand Oaks, CA: SAGE Publications, Inc.

    Roberts, J. (1998). Language teacher education. London: Arnold.

    Roth, R. (1996). Standards for certification, licensure, and accreditation. In J. Sikula, O. Buttery, and E. Guyton Eds.), Handbook of research on teacher education (2nd edition), (pp. 242-378). New York: Macmillan. 

    Schwille, J., Dembélé, M., & Schubert, J. (2007). Global perspectives on teacher learning: Improving policy and practice. Paris: UNESCO Institute for International Educational Planning. 

    Uysal, H. H. (2012). Evaluation of an in-service training program for primary-school language teachers in Turkey. Australian Journal of Teacher Education, 37(7), 14-29. http://dx.doi.org/10.14221/ajte.2012v37n7.4

    Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Thousand Oaks, CA: Sage.