Dr' KAMILE HAMILOGLU

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Dr. KAMILE HAMILOGLU

• Assist. Prof.
• MARMARA UNIVERSITY
• TURKEY

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Professional development of
teachers

• A case study Continuing professional
  development programmes for teachers in Turkey

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OUTLINE

• Butts (1969) states the significance of teacher
  and teacher education
• by paraphrasing Rousseaus words man believes
  that education has
• the power to set him free, but everywhere he is
  in chains for want of
• good teachers (p. 111).
• Teachers- the most important components in
  education
• Professional development of teachers, general
  definitions and facts
• Pre-service education models
• Professional development programmes models in the
  world
• Turkey as a case study
• Historical background
• Present situation
• Evaluation

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Personal factors, affecting teachers
professional development

• Cognitive development
• Motivational development
• Career development

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Contextual factors affecting teachers
professional development

• The classroom
• The teaching team or department
• The school
• The socio-cultural context
• The time
• Financial resources available to teachers

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TEACHERS

• Are critical in the human enterprise of education
• Serve as bridges connecting students to the
  curriculum and the student to the community
• Evaluate the relationship between the curriculum
  and student progress
• Determine how this progress relates to community
  needs

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Teacher professional development

• A life-long learning process, which begins with
  the initial preparation of teachers and continues
  until the end of their teaching careers.
• A process that goes beyond the pre-service and
  in-service courses and programmes developed to
  educate and train teachers.
• A process influenced by a number of factors,
  both personal (stage of psychological
  development, stage of motivational development,
  and stage of career development of the teachers)
  and contextual (characteristics of the student
  population, the teaching team, the school, the
  school system, the socio-cultural context of the
  school, time and financial resources available to
  teachers).
• A process that has a significant effect on the
  opportunities for learning that teachers offer
  their students, and thus the effectiveness of the
  teaching-learning process.
• A key element in any successful education
  reform, not only because teacher preparation and
  professional development is an object of such
  reform, but also because teachers are the most
  important executors of any changes and plans (and
  thus should also be included in the planning of
  such reforms). (Reimers and Reimers 2000)

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The models of pre-service education

• The enculturation, or socialisation into the
  professional culture, model
• The technical, or knowledge and skills, model
• The teaching as a moral endeavour model

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Professional development programmes for teachers
(specific references to particular countries that
the model implemented)

• Traditional models
• 1.Clinical supervision
• 2.Evaluation in the classroom

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Alternative models

• Self-directed development
• Cooperative or collegial
• Change-oriented staff development
• Increasing teacher participation in new roles
• Skills development model
• Reflective models
• Project-based models
• Professional development opportunities model
• Professional development schools
• Other university-school partnerships
• Teachers networks
• The use of radio for teachers professional
  development
• Other forms of distance education
• Other institutional collaboration
• Action-research as a form of professional
  development
• School improvement model

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Professional development of teachers in Turkey a
historical perspective

• Teacher education an effective factor for the
  development of the educational, social and
  political system in Turkey through several
  governmental periods
• The complex relationship between the educational
  system including teacher training policies and
  the socio-political system in Turkey
  interchangeably and reciprocally influential.
• Turkey has attempted to build up an education
  system for a long time. It has searched for a
  modern and-or Western-European method in
  education throughout its history rooted back to
  the reign of Selim III (1789-1807), Mahmud II
  (1808-1839), and in the period of the Tanzimat
  (the Regulation which covered the era between
  1839 and 1876 and inaugurated on November 3,
  1839 within the Ottoman Empire).

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Pre-republican era

• Traditional and religious schools maintained
  along with new secular schools. A dual education
  system Traditional-religious education and
  secular education.
• Idea of secularising general education
  completely in the Tanzimat Era to separate
  teacher training from religious education The
  establishment of the first teacher training
  school in 1848
• The establishment of the first teacher training
  school for girls women started to be employed as
  civil servants and had an excessive impact on the
  social life of the country.

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• The innovations establishing new schools to
  separate teacher training from the religious rule
  during the Tanzimat period, as a transformation
  phase
• Nationalist tendencies initiated by the students
  who had modern, western, and liberal education in
  the secular schools in the period of Abdülhamid
  II, (that were rooted in the schools which were
  established during the reign of Selim III and
  Mahmut II)
• The activities and ideas of Turkish nationalists
  called Young Turks themost significant role in
  the promulgation of the First and the Second
  Constitutions had a great effect on education as
  well. (Transition from Ottomanism to Turkism)

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Republican era

• After the foundation of the Republic the attempts
  to adapt the new Republican spirit via illiteracy
  courses, educating the rural people via Village
  Institutes

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Republican era

• During the foundation of the Turkish Republic,
  teachers were attributed a profoundly important
  role in the process to create a nation-state.
• Illiteracy courses named as the Millet Schools
  were organised to teach reading and writing with
  the Latin Alphabet and to spread the spirit of
  the nation-state and the most significant
  component of them was teachers.
• During and after the foundation of the Republic,
  teachers were regarded as the most important
  instruments for the adoption of the new form of
  governing.

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• The influence of teachers became apparent in the
  villages in 1940 the Village Institutes project
  was initiated in 1938.
• It was organised to enable children in villages
  to be educated as teachers and brought education
  and social activities to the rural areas.
• That seemed a quite practical and economical way
  of teacher training. The purpose of that project
  was to raise nationalist and skilful teachers and
  educate village people while contributing to
  production.
• .However, the Village Institutes were closed in
  1952 due to some non-educational reasons that are
  studied in another part of this research.

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• Ilkögretmen Okullari (the Teacher Training
  Schools for Primary Education),
• Egitim Enstitüleri (the Education Institutes),
• Egitim Yüksek Okullari (the Higher Education
  Schools), Yüksek Ögretmen Okullari (the Higher
  Teacher Training Schools
• Then Education Faculties within the Council of
  Higher Education (YÖK) system

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TEACHER TRAINING

• As part of the National Education Development
  Project (MEGP), the teacher training process in
  the education faculties has been reorganized with
  the cooperation of the Ministry of Education and
  the Higher Education Institution.
• 1.1. REORGANIZATION OF TEACHER TRAINING PROGRAMS
  IN THE EDUCATION FACULTIES Considering the
  teacher requirements in relation to the
  eight-year of primary education implemented by
  the Law no 4306, teacher training programs have
  been reorganized with the cooperation of the
  Ministry of Education and the Higher Education
  Institution in order to meet the short- and
  long-term teacher requirements of the primary and
  secondary education institutions. The new system
  that has been implemented since 1998-1999
  academic year is based on the principles of
• 1. Training Pre-primary and primary school
  teachers with bachelor's degrees,2. Training
  secondary school teachers- with bachelor's
  degrees of four years for Foreign Language,
  Music, Art, Physical Education, Special
  education, Computer Teaching Technologies
  subjects - with non-dissertation graduate
  degrees (3.51.55 years or 41.55.5 years) for
  Science, Mathematics and Social subjects.
• Also, in order to employ one teacher in several
  areas, the practice of a compulsory second
  subject has been introduced in the teacher
  training programs for primary education schools.
  

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CERTIFICATION PROGRAMS

• The implementation of teacher certification
  programs has begun as of the academic year
  1997-1998 as_ Certification Program for
  Pre-primary Teachers (29 credits/hour)_
  Certification Program for Primary School (Class)
  Teachers (33 credits/hour)_ Certification
  Program for English Teachers (31
  credits/hour)and in the academic year 1998-1999
  certification programs have started in 34
  education faculties.
• As a result of the evaluations made in May 2000
  The certification program for Pre-primary
  teachers has been terminated as of 01.06.2000 and
  the scope of the 25-credit certification program
  for Pre-primary teachers has been narrowed down
  to 16 departments of the education faculties.
  Certification program for English teachers has
  been maintained.
• Also, because of the urgent teacher requirements,
  certification programs have been opened for
  teaching Mathematics, Turkish Language and
  Literature designed for the Literature and
  Mathematics departments graduates of the
  faculties of Arts and Science and for the senior
  students in the same areas in the academic year
  2000-2001.

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1.3. ACCREDITATION

• As part of accreditation which means the quality
  assurance system needed for having every child
  trained by a qualified teacher, a taskforce has
  been established consisting of the
  representatives of the Ministry of National
  Education and the teacher training higher
  education institutions. This taskforce has
  completed its work in the selected pilot
  education faculties of METU, Anadolu, Çukurova,
  Gazi, Dokuz Eylül and Karadeniz Technical
  Universities

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IN-SERVICE TRAINING

• In-service training activities are given in six
  in-service training institutes, teacher houses,
  vocational high schools for hotel management and
  tourism and schools with pension in co-operation
  with such institutions and organizations as
  provincial and Overseas organization units and
  associated institutions and organizations, Higher
  Education Institute, universities, TODAIE, MPN,
  TÜSSIDE, TÜBITAK, TIKA, Atatürk Supreme Council
  of Culture, Language and History, Foreign
  Language Training Center for Government Officers.
  
• In 2004, through central planning, 400 in-service
  training activities are scheduled in 80 areas.
  329 training activities held up to August 31st
  2004 were attended by 16.257 personnel
  (directors, director candidates, teachers and
  other personnel).
• Between January 1st-June 30th 2004, 6.215
  in-service training activities have been
  organized at local level and attended by 225.490
  personnel.
• The Ministry of National Education provides
  in-service training courses covering Computer
  Operation, Internet Operation, Authorware,
  Macromedia Dream Weaver, Data Entry, Web Design,
  Adobe Premier, Adobe Photoshop, Across Data Base,
  Powerpoint, Windows 98, Word, Excel, Microsoft
  Office and Ilsis software in order to a) expand
  computer and other technology assisted education
  practice, b) make use of computer in education,
  teaching and management services, c) establish
  communication between central and provincial
  organizations and education institutions.

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Problems

• Quality of education in faculties of education
• In-service training
• On-the-job training
• attendance
• implementation
• follow-up
• evaluation