Academic journal article Education

Teachers' Perception Levels of Activities Directed towards Professional Progress

Academic journal article Education

Teachers' Perception Levels of Activities Directed towards Professional Progress

Article excerpt

Education is the main thing of outputs of well-qualified education in the global world. Fast change and improvement in the world, effects people's lives in different aspects and shapes again structures' and functions of social institutions according to changing rhythm of the world. It is possible to adapt effectively to this changing with the education system which provides to follow newness and open for in order to improve itself. Therefore; teachers, who are the basic element of education system, have to improve and renovate themselves (CERI, 1982, Aytac, 2000, George ve Lubben, 2002, Guskey, 2002). Teachers, who are expected to raise well-qualified people fort he future, in order to carry out their roles and responsibilities that change as a reflexion of improvement in all area, they have to renew their professional progress continuously.

Teachers have realized that their knowledge about their job, their practising and skills are inadequate or seen that their knowledge are changing rapidly since they have started to work. So they need continuous education (Ozyurek, 1981, Budak, 1998, Taymaz, 1999, Kacan, 2004, Yalin, 2005).

This professional progress in process, actually, is important for almost every profession group but it is much more important fort he teachers. Professional progress is accepted one of the important ways to provide teacher informal contact between co-workers and to get experience directly (Hamilton ve Richardson, 1995, Marker, 1999, Watts, 1992, Lanier ve Little, 1989).

Therefore, existence of continuous support about professional progressive for the teacher and well-qualified education (Seferoglu, 2004). Teachers need to be educated continuously so that they can be informed professional improvement, they can renew themselves and they can perform effectively (Yasar, 2000). It is possible to give teachers continuously knowledge, skills related to their branch, in order saying, to make them life-time learner, professional education is necessary (Wiles ve Bondi, 1993, Scheffler, 2003).

Now that, it is obliged, for an individual, to join the activities of professional progress at anytime of his life to provide individual, social, professional needs. According to the studies of NEM teacher training and education directorship teacher's professional progressive are held 3 main titles. These are, activities of gaining knowledge (examining resource, learning web, take support in and out of institution), activities of observation and co-operation (observation of co-worker, visiting schools, school-society cooperation), activities of application (reflecting own class, sharing outputs)

Unfortunately in Turkey, professional progressive education programmes fort he teachers are organized but their numbers and quality are not satisfying. Besides, it is determined that professional progressive education programmes are not satisfying, and effective and as planning, these activities, no-planning studies are made or they are not based on scientific methods. On the other hand, teacher's professional education studies in Turkey, are more institutional and evaluating educational programs are made according to (Demirkol, 2004, Aydogan, 2002, Yahn, 2005, Kanh ve Yagbasan, 2002, Kaya vd. 2004, Yilmaz vd. 2004, Seferoglu, 2005).

Finally, these activities that need men power, time, energy and money couldn't reach the expected point, couldn't supply the needs. And activities are expected to be more functional and need to be raised their effectiveness (Ozyturek, 1981, Baykan ve digerleri, 1987, Boydak vd, 2001, Sen, 2003, Yilmaz ve digerleri, 2004).

Expecially, annual activities plans that are organized at the level of central and included activities of different fields, are aimed at limited participants make it impossible to benefit from inner service education activities fort he participants who works at different physical and social conditioned schools in different regions of the country (Kaya ve digerleri, 2004). …

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