Focusing on Sustainable Development of Teachers

Autor/inn/en	Ilgan, Abdurrahman; Aktan, Osman; Üztemur, Servet
Titel	Focusing on Sustainable Development of Teachers
Quelle	In: Discourse and Communication for Sustainable Education, 13 (2022) 1, S.17-36 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2255-7547
DOI	10.2478/dcse-2022-0003
Schlagwörter	Foreign Countries; Sustainable Development; Faculty Development; Program Effectiveness; Public School Teachers; Information Technology; Teaching Methods; Collegiality; Teacher Improvement; Barriers; COVID-19; Pandemics; Teacher Participation; Teacher Attitudes; Classroom Techniques; Educational Needs; Turkey + Suchen Sie Ihr Suchwort? Ausland; Nachhaltige Entwicklung; Informationstechnologie; Teaching method; Lehrmethode; Unterrichtsmethode; Kollegialität; Lehrerverhalten; Klassenführung; Educational need; Bildungsbedarf; Türkei
Abstract	The present study aims to investigate in which areas teachers need Professional Development Activities (PDAs), the barriers that prevent teachers from participating in PDAs, their frequency of participating in collegiality-based PDAs, and the relationship between their views about the effectiveness of PDAs and their professional commitment. The sample of the study comprised 821 teachers working at different grades in public schools. The study draws the following conclusions: The vast majority of teachers were of the opinion that the PDAs they participated in had positive effects. It was found that teachers mostly needed knowledge about the effective use of information technologies in education as well as about subject-specific teaching methods and techniques. It was observed that teachers did not participate sufficiently in collegiality-based PDAs that include peer coaching. Finally, it was found that teachers' perceptions of barriers to their participation in PDAs, their level of need for PDAs, and their frequency of participation in collegiality-based PDAs had a significant effect on their attitudes towards PD. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01