Sınıf Öğretmenlerinin Mesleki Gelişim Süreçlerinin İncelenmesi

Abstract

In the 21st century, with the change in expectations from education, teachers' professional development needs have started to increase. In professional development, thinking that I have become a professional teacher and there is nothing left to learn is seen as one of the biggest mistakes that can be made. In this period in which science and technology are advancing in a dizzying way, it is now a necessity to constantly research and learn in order not to fall behind the age. In this study, it was tried to learn the opinions of classroom teachers about their professional development and to determine their current professional development competencies and to make inferences about an ideal development process that should be. "What are the professional development levels of classroom teachers? What are the factors affecting professional development? What are the suggestions that can make the professional development process more effective?" answers were sought. It was tried to evaluate the professional experiences of classroom teachers between the time they first started their profession and the present time and the professional development activities carried out today from a critical point of view. As a result of this study, it was determined that economic problems in the professional development process, difficulties in meeting the educational needs of the ever-changing and developing age and in adapting to new systems and skills, the perspective and respectability of teaching in society, the deficiencies in undergraduate education and ministry activities that are expected to contribute to professional development affect the professional development process of teachers. It was also found that there are inadequacies in the current professional development of teachers and that professional development does not remain at a fixed level, but is a process that is constantly evolving over time with different working environments and experiences; with special efforts carried out individually and courses, seminars and professional trainings carried out by the ministry.
Keywords: Professional Development, teacher, in-service training, experience, development