Yenen, Emin Tamer, & Mustafa Kemal Yöntem (2020, December). Teachers’ professional development needs: A Q method analysis. Discourse and Communication for Sustainable Education, 11(2), 159-176. (doi: 10.2478/dcse-2020-0024) (Link: https://doi.org/10.2478/dcse-2020-0024) (Access: https://www.sciendo.com/article/10.2478/dcse-2020-0024)
Abstract: This study aims to determine the professional development needs of teachers working in different subject domains. In this context, the sample of this study was 35 teachers working in state schools in Cappadocia provinces of Turkey. Q method analysis which includes qualitative and quantitative processes is used in this study. The professional development needs of the teachers is discussed under four main themes; instructional development, scientific field development, personal development, and organizational development and 14 sub-dimensions related to these themes. The data collection instrument of the study consisted of a total of 36 Q items regarding the professional development needs of teachers. The findings of the study show that the most needed professional development areas of the teachers were special education, scientific research methods, and participation in the projects and related professional activities. It was determined that some of the participants needed professional development in the areas of instructional technologies, material development, student participation, assessment and evaluation, and teamwork skills.
Emin Tamer Yenen <email@example.com> and Mustafa Kemal Yöntem <muskemtem> are on the Faculty of Education, Nevşehir Hacı Bektaş Veli University, Nevsehir, Turkey; and Mustafa Kemal Yöntem is visiting lecturer, Department of Counselor Education and Supervision, Kent State University, Kent, OH, USA.
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