Factors Influencing Teachers' Professional Learning: A Study of Turkish EFL Teachers

Autor/inn/en	Pinar, Selim; Bardakçi, Mehmet; Yalçin Arslan, Fadime
Titel	Factors Influencing Teachers' Professional Learning: A Study of Turkish EFL Teachers
Quelle	In: Journal of Language and Linguistic Studies, 17 (2021), S.173-192 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pinar, Selim) ORCID (Bardakçi, Mehmet) ORCID (Yalçin Arslan, Fadime)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Professional Development; Inservice Teacher Education; Elementary School Teachers; Secondary School Teachers; Language Teachers; English (Second Language); Beliefs; Schemata (Cognition); Teacher Motivation; Teacher Characteristics; Psychological Patterns; Job Satisfaction; Context Effect; Teaching Conditions; Teaching Experience; Educational Attainment; Pedagogical Content Knowledge; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Belief; Glaube; Cognition; Schema; Kognition; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrbedingungen; Unterrichtsbedingungen; Bildungsabschluss; Bildungsgut; Pädagogische Kompetenz; Ausland; Türkei
Abstract	The primary aim of this study is to investigate the factors influencing teachers' professional learning the most among four factors; (a) Teacher cognition and beliefs, (b) teacher emotions, (c) teacher motivation, and (d) contextual variables and find out whether or not there is a difference among teaching experience and degree in terms of teacher learning. The research sample consisted of 1015 teachers of English from different cities, teaching levels, and various ages in Turkey. In order to find out what factors influence English Teachers' professional learning the most, English Language Teacher Learning Scale (ELTLS) was used. According to the results, teacher cognition and beliefs factor influenced teacher learning the most and contextual variables were the second influencing factor. When the differences were examined it was found out that there was a significant difference only between teacher cognition and beliefs, and teacher experience. The post-hoc test revealed that there was a significant difference between 21 and above year-experienced teachers and 0-5 year-experienced in teacher cognition and beliefs factor (p<0.05). (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01