Dergiler / IOJET / 2018 / Cilt: 5 - Sayı: 2

REFLECTIONS ON A TEACHER-LED CPD MODEL FOR EFL TEACHERS

Dergi
IOJET
Sayfa
419–431
Yayın Tarihi
2022-11-06
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Results of the studyrevealed that teachers reflected mostly on the process of the model, its implications for theirprofessional development and their suggestions for future CPD practices.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:This qualitative case study aims to explore English as a Foreign Language (EFL) teachers’reflections of a teacher-led professional development (CPD) model conducted at thedepartment of foreign languages of a foundation university in Turkey.
📊
Temel Bulgular & Veri:Theentire population of 35 EFL teachers took part in the study.
💡
Sonuç & Katkı:Results of the studyrevealed that teachers reflected mostly on the process of the model, its implications for theirprofessional development and their suggestions for future CPD practices.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

This qualitative case study aims to explore English as a Foreign Language (EFL) teachers’reflections of a teacher-led professional development (CPD) model conducted at thedepartment of foreign languages of a foundation university in Turkey. It also aims to find outwhat implications this model might have for the professional development of teachers. Theentire population of 35 EFL teachers took part in the study. Data were collected throughobservations, focus group interviews, document analysis and an evaluation survey. All thequalitative data were interpreted and coded through content analysis. Results of the studyrevealed that teachers reflected mostly on the process of the model, its implications for theirprofessional development and their suggestions for future CPD practices.

🔖

Bu Makaleye Atıf Yap

BAYRAM, İ., CANARAN, Ö. (2022). REFLECTIONS ON A TEACHER-LED CPD MODEL FOR EFL TEACHERS. IOJET, Cilt: 5 - Sayı: 2, 419–431. https://ajindex.com/articles/651663

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (9)

  1. Allison, S. (2014). Perfect teacher-led CPD. UK: Independent Thinking Press.
  2. Ashburn, E. (1995) Teacher-led inquiry: A compelling direction for the education of teachers. Action in Teacher Education, 17(3), 79-86.
  3. Atay, D. (2007). Teacher research for professional development. ELT Journal, 2(62), 139- 147. Borg, S. (Ed.). (2015). Professional development for English language teachers: Perspectives from higher education in Turkey. Ankara:
  4. British Council. Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. International Encyclopedia of Education, 7, 548-556.
  5. Broad, K., & Evans, M. (2006). A review of literature on professional development content and delivery modes for experienced teachers. Technical Report. Toronto, ON: Ontario Ministry of Education. Brown, M., & Macatangay, A. (2002). The impact of action research for professional development: Case studies in two Manchester schools. Westminster Studies in Education, 25(1), 35-45.
  6. Cordingley, P., Bell, M., Rundell, B., & Evans, D. (2003). How does CPD affect teaching and learning? Issues in systematic reviewing from a practitioner perspective. Paper presented at the annual conference of the British Educational Research Association, Edinburgh. Retrieved from http://www.leeds.ac.uk/educol/documents/00003231.htm.
  7. 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, 677–690.
  8. Diaz-Maggioli, G. (2004). Teacher centered professional development. Virginia: Association for Supervision and Curriculum Development. Fiszer, E. P. (2004). How teachers learn best: An ongoing professional development model. USA: Scarecrow Education. Fraenkel, J. R., Wallen, N.E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). New York: Mc Graw Hill. Galton, M., & Pell, T. (2009). Study on small class teaching in primary schools in Hong Kong: Final report. Education Bureau, the Government of the Hong Kong Special Administrative Region of the People’s Republic of China. Goetz, K. (2000). Perspectives on Team Teaching. E-Gallery: A Peer Reviewed Journal, 1(4). Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381-391.
  9. Gün, B. (2010). Quality self-reflection through reflection training. ELT Journal, 65(2), 126- 135. Hancock, D. R., & Algozzine, B. (20