Professional Development Barriers of Teachers: A Qualitative Research

Autor/inn/en	Eroglu, Mehmet; Donmus Kaya, Vildan
Titel	Professional Development Barriers of Teachers: A Qualitative Research
Quelle	In: International Journal of Curriculum and Instruction, 13 (2021) 2, S.1896-1922 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Professional Development; Inservice Teacher Education; High School Teachers; Barriers; Negative Attitudes; Scheduling; Teaching Load; Teacher Burnout; Financial Problems; Family Problems; Course Content; Teacher Evaluation; Job Performance; Pedagogical Content Knowledge; Organizational Climate; Program Effectiveness; Urban Schools; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Lehrerfortbildung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Negative Fixierung; Disposition; Lehrdeputat; Burnout-syndrom; Burnout; Burnout-Syndrom; Familienkrise; Kursprogramm; Teacher appraisal; Lehrerbeurteilung; Work performance; Arbeitsleistung; Pädagogische Kompetenz; Organisationsklima; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausland; Türkei
Abstract	The purpose of the study is to reveal the professional development barriers of teachers. The study was designed in the qualitative approach and as the research method, "phenomenology" was used. The maximum variation sampling method, which is one of the purposive sampling methods, was used in the selection of the study group. Since high school teachers face the phenomenon of professional development more often, the study was carried out with twelve branch teachers who work in high schools in Elazig city center in Turkey. Participants have the maximum variation in terms of participant profiles like gender, branch, seniority and educational level variables. The semi-structured interview was used as the data collection tool. Qualitative data was analyzed by using the descriptive analysis method. The results of the study indicated that teachers' professional development barriers were the inadequacy of in-service training, problems in school functioning, individual problems and other problems. Also, professional development barriers such as negative attitudes towards in-service training courses, inconvenient course time, the monotony of course content, inefficacy of course trainers, out of content knowledge, unsatisfactory performance evaluation, heavy workload, financial problems and, lack of professional development opportunities were emphasized more by the participants. The results of the study are consistent with the results of other studies in the literature on teachers' professional development. It was emphasized by the researchers that professional development programs should be developed according to the characteristics of effective professional development programs and, the professional development of teachers should be supported by stakeholders in order to overcome these obstacles. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01