Araştırma Makalesi
Yıl 2019,
Cilt: 4 Sayı: 2, 375 - 405, 15.11.2019
Öz
Kaynakça
- Antoniou, P., & Kyriakides, L. (2011). The impact of a dynamic approach to professional development on teacher instruction and student learning: Results from an experimental study. School Effectiveness and School Improvement, 22(3), 291-311. Baines, L. A., & Stanley, G. K. (2006). The iatrogenic consequences of standards-based education. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(3), 119-123. Bathmaker, A. (2000). Standardising teaching: The introduction of the national standards for teaching and supporting learning in further education in England and Wales. Journal of In-Service Education, 26(1), 9-23. Buchanan, J. (2012). Improving the quality of teaching and learning: A teacher-as-learner centred approach. International Journal of Learning, 18(10), 345-356. Budak, Y., & Demirel, Ö. (2003). Öğretmenlerin hizmetiçi eğitim ihtiyacı. Kuram ve Uygulamada Eğitim Yönetimi, 33, 62-81. Bümen, N. T., Ateş, A., Çakar, E., Ural, G., & Acar, V. (2012). Türkiye bağlamında öğretmenlerin mesleki gelişimi: Sorunlar ve öneriler. Milli Eğitim, 194, 31-50. Ceylan, M., & Özdemir, S. M. (2016). Türkiye ve İngiltere’deki öğretmenlerin sürekli mesleki gelişime ilişkin görüşlerinin ve katılım durumlarının incelenmesi. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 6(1), 397-417. Chyung, S. Y., Stepich, D., & Cox, D. (2006). Building a competency-based curriculum architecture to educate 21st-century business practitioner. Journal of Education for Business, 81(6), 307-314. Clement, M., & Vandenberghe, R. (2001). How school leaders can promote teachers' professional development: An account from the field. School Leadership & Management, 21(1), 43-57. doi: 10.1080/13632430120033036 Cohen, R. J., & Swerdlik, M. (2009). Psychological testing and assessment: An introduction to tests and measurement (7th ed.). New York: McGraw-Hill. Cornford, I. R. (2002). Reflective teaching: Empirical research findings and some implications for teacher education. Journal of Vocational Education & Training, 54, 219-236. Creemers, B., & Kyriakides, L. (2008). The dynamics of educational effectiveness: A contribution to policy, practice and theory in contemporary schools. New York: Routledge. Creemers, B., Kyriakides, L., & Antoniou, P. (2013). Teacher professional development for improving quality of teaching. Dordrecht: Springer. Çalık, C., & Şehitoğlu, E. T. (2006). Okul müdürlerinin insan kaynakları yönetimi işlevlerini yerine getirebilme yeterlikleri. Milli Eğitim Dergisi, 170, 94-111. Delandshere, G., & Arens, S. A. (2001). Representations of teaching and standards-based reform: Are we closing the debate about teacher education. Teaching and Teacher Education, 17(5), 547-566. DeVellis, R. F. (2012). Scale development: Theory and applications (3rd ed.). Los Angeles: Sage. Dewey, J. (1910). How we think. Boston: DC Health & Co. Duffield, S., Wageman, J., & Hodge, A. (2013). Examining how professional development impacted teachers and students of U.S. history courses. The Journal of Social Studies Research, 37(2), 85-96. Ekinci, A. (2010). Aday öğretmenlerin iş başında yetiştirilmesinde okul müdürlerinin rolü. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 15, 63-77. Elmore, R. (2000). Building a new structure for school leadership. Washington, DC: Albert Shanker Institute. Fraenkel, J. R., Wallen, N., & Hyun, H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill. Fullan, M. (2006). Leading in a culture of change. Retrieved from http://www.michaelfullan.ca/ resourceassets/ Keynote2006.pdf,1- 30, 20.07.2011: 11:40. Glanz, J., & Neville, R. F. (1997). Educational supervision: Perspectives, issues and controversies. Norwood: Christopher-Gordon. Gore, J. G., & Morrison, K. A. (2001). The perpetuation of a (semi-)profession: Challenges in the governance of teacher education. Teaching and Teacher Education, 17(5), 567-582. Guskey, T. R. (1997). Research needs to link professional development and student learning. Journal of Staff Development, 18(2), 36-40. Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis (7th ed.). Upper Saddle River: Prentice-Hall. Hallinger, P., & Heck, R. H. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research 1980–1995. Educational Administration Quarterly, 32(1), 5-44. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. Heller, J. I., Daehler, K. R., & Shinohara, M. (2003). Connecting all the pieces. Journal of Staff Development, 24(3), 36-41. Jones, M. (2014). Reflective practice in the online space. In M. Jones and J. Ryan (Eds), Successful teacher education: Partnerships, reflective practice and the place of technology (pp. 153-173). Rotterdam: Sense. Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: The Guilford Press. Kyriakides, L., & Creemers, B. P. (2008). Using a multidimensional approach to measure the impact of classroom-level factors upon student achievement: A study testing the validity of the dynamic model. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 19(2), 183-205. Libman, Z., & Zuzovsky, R. (2006). Standards of teaching and teaching tests: Is this the right way to go? Studies in Educational Evaluations, 32(1), 37-52. Loughran, J. (2002). Effective reflective practice: in search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43. Malhotra, N., & Dash, S. (2011). Marketing research: An applied orientation (6th ed.). New Delhi: Pearson Education. Marsh, H. W. (1982). Validity of students’ evaluations of college teaching: A multitrait-multimethod analysis. Journal of Educational Psychology, 74, 264-279. Marsh, H. W. (1987). Students’ evaluation of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11, 253-388. Oppenheim, A. N. (1992). Questionnaire design, interviewing and attitude measurement. London: Continuum. Özgüngör, S. (2013). Eğitim süreci öğrenci değerlendirmeleri ölçeği’nin Türkçeye uyarlama çalışması ve etkili öğretim elemanlarını tanımlayan alt boyutların belirlenmesi. Eğitim ve Bilim, 38(170), 79-94. Panayiotou, A., Kyriakides, L., Creemers, B. P., McMahon, L., Vanlaar, G., Pfeifer, M., & Bren, M. (2014). Teacher behavior and student outcomes: Results of a European study. Educational Assessment, Evaluation and Accountability, 26(1), 73-93. Patrick, F., Forde, C., & McPhee, A. (2003). Challenging the ‘new professionalism’: From managerialism to pedagogy? Journal of In-service Education, 29(2), 237-254. Payne, D., & Wolfson, T. (2000). Teacher professional development-the principal’s critical role. NASSP Bulletin, 84(618), 13-21. doi: 10.1177/019263650008461803 Postholm, M. B. (2012). Teachers’ professional development: A theoretical review. Educational Research, 54(4), 405-429. Rushton, S., Morgan, J., & Richard, M. (2007). Teacher’s Myers-Briggs personality profiles: Identifying effective teacher personality traits. Teaching and Teacher Education, 23, 432-441. Sanders, W. L. (1998). Value-added assessment. School Administrator, 55(11), 24. Saris, W. E., & Gallhofer, I. N. (2014). Design, evaluation, and analysis of questionnaires for survey research. Hoboken: Wiley. Scheerens, J. (2010). Teachers’ professional development: Europe in international comparison. Luxembourg: Office for Official Publications of the European Union. Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lesson from around the world. Paris: OECD Publishing. Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Schumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling (3rd ed.). New York: Routledge. Seçer, İ. (2015). Psikolojik test geliştirme ve uyarlama süreci: SPSS ve LISREL uygulamaları. Ankara: Anı. Seferoğlu, S. S. (2004). Öğretmen yeterlilikleri ve mesleki gelişim. Bilim ve Aklın Aydınlığında Eğitim, 58, 40-45. Seidel, T., & Shavelson, R. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77, 454-499. Shaha, S. H., Lewis, V. K., O’Donnell, T. J., & Brown, D. H. (2004). Evaluating professional development: An approach to verifying program impact on teachers and students. The Journal of Research in Professional Learning, 1-18. Sheppard, B. (1996). Exploring the transformational nature of instructional leadership. The Alberta Journal of Educational Research, 42(4), 325-344. Smith, C., & Gillespie, M. (2007). Research on professional development and teacher change: Implications for adult basic education. Review of adult learning and literacy, 7(7), 205-244. Suhr, D. D. (2006). Exploratory or confirmatory factor analysis? Cary: SAS Institute. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Upper Saddle River: Pearson. Usdan, M. (2000). Leadership for student learning: Reinventing the principalship. Institute for Educational Leadership, National Pres Club, 12, 1-24. Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12), 1-28. Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57-67. Yetim, A. A., & Göktaş, Z. (2004). Öğretmenin mesleki ve kişisel nitelikleri. Kastamonu Eğitim Dergisi, 12(2), 541-550.
Yıl 2019,
Cilt: 4 Sayı: 2, 375 - 405, 15.11.2019
Öz
This research aims to develop a teacher
professional development assessment scale based on the dynamic professional
development approach. The resulting Teacher Professional Development Student
Assessment Scale is a data collection tool consisting of 27 items under 7
factors and can explain 62.90% of the total variance. The items have a
five-point Likert scale ranging from never (1) to always (5). The Cronbach
alpha reliability coefficients of the factors range from 0.66 to 0.83. The
factor loads of the items ranged from 0.47 to 0.82. The construct validity of
the scale was confirmed by confirmatory factor analysis. The criterion validity
of the scale was tested using a parallel scale. The scale measures the
teaching-related characteristics that can determine the professional
development level of the teachers from all branches. It is concluded that the
scale developed in this research can be used to assess teacher professional
development according to student perceptions. School principals can use the
scale to determine the professional development levels of teachers and can make
necessary interventions to achieve better quality in teaching.
Anahtar Kelimeler
Kaynakça
- Antoniou, P., & Kyriakides, L. (2011). The impact of a dynamic approach to professional development on teacher instruction and student learning: Results from an experimental study. School Effectiveness and School Improvement, 22(3), 291-311. Baines, L. A., & Stanley, G. K. (2006). The iatrogenic consequences of standards-based education. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(3), 119-123. Bathmaker, A. (2000). Standardising teaching: The introduction of the national standards for teaching and supporting learning in further education in England and Wales. Journal of In-Service Education, 26(1), 9-23. Buchanan, J. (2012). Improving the quality of teaching and learning: A teacher-as-learner centred approach. International Journal of Learning, 18(10), 345-356. Budak, Y., & Demirel, Ö. (2003). Öğretmenlerin hizmetiçi eğitim ihtiyacı. Kuram ve Uygulamada Eğitim Yönetimi, 33, 62-81. Bümen, N. T., Ateş, A., Çakar, E., Ural, G., & Acar, V. (2012). Türkiye bağlamında öğretmenlerin mesleki gelişimi: Sorunlar ve öneriler. Milli Eğitim, 194, 31-50. Ceylan, M., & Özdemir, S. M. (2016). Türkiye ve İngiltere’deki öğretmenlerin sürekli mesleki gelişime ilişkin görüşlerinin ve katılım durumlarının incelenmesi. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 6(1), 397-417. Chyung, S. Y., Stepich, D., & Cox, D. (2006). Building a competency-based curriculum architecture to educate 21st-century business practitioner. Journal of Education for Business, 81(6), 307-314. Clement, M., & Vandenberghe, R. (2001). How school leaders can promote teachers' professional development: An account from the field. School Leadership & Management, 21(1), 43-57. doi: 10.1080/13632430120033036 Cohen, R. J., & Swerdlik, M. (2009). Psychological testing and assessment: An introduction to tests and measurement (7th ed.). New York: McGraw-Hill. Cornford, I. R. (2002). Reflective teaching: Empirical research findings and some implications for teacher education. Journal of Vocational Education & Training, 54, 219-236. Creemers, B., & Kyriakides, L. (2008). The dynamics of educational effectiveness: A contribution to policy, practice and theory in contemporary schools. New York: Routledge. Creemers, B., Kyriakides, L., & Antoniou, P. (2013). Teacher professional development for improving quality of teaching. Dordrecht: Springer. Çalık, C., & Şehitoğlu, E. T. (2006). Okul müdürlerinin insan kaynakları yönetimi işlevlerini yerine getirebilme yeterlikleri. Milli Eğitim Dergisi, 170, 94-111. Delandshere, G., & Arens, S. A. (2001). Representations of teaching and standards-based reform: Are we closing the debate about teacher education. Teaching and Teacher Education, 17(5), 547-566. DeVellis, R. F. (2012). Scale development: Theory and applications (3rd ed.). Los Angeles: Sage. Dewey, J. (1910). How we think. Boston: DC Health & Co. Duffield, S., Wageman, J., & Hodge, A. (2013). Examining how professional development impacted teachers and students of U.S. history courses. The Journal of Social Studies Research, 37(2), 85-96. Ekinci, A. (2010). Aday öğretmenlerin iş başında yetiştirilmesinde okul müdürlerinin rolü. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 15, 63-77. Elmore, R. (2000). Building a new structure for school leadership. Washington, DC: Albert Shanker Institute. Fraenkel, J. R., Wallen, N., & Hyun, H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill. Fullan, M. (2006). Leading in a culture of change. Retrieved from http://www.michaelfullan.ca/ resourceassets/ Keynote2006.pdf,1- 30, 20.07.2011: 11:40. Glanz, J., & Neville, R. F. (1997). Educational supervision: Perspectives, issues and controversies. Norwood: Christopher-Gordon. Gore, J. G., & Morrison, K. A. (2001). The perpetuation of a (semi-)profession: Challenges in the governance of teacher education. Teaching and Teacher Education, 17(5), 567-582. Guskey, T. R. (1997). Research needs to link professional development and student learning. Journal of Staff Development, 18(2), 36-40. Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis (7th ed.). Upper Saddle River: Prentice-Hall. Hallinger, P., & Heck, R. H. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research 1980–1995. Educational Administration Quarterly, 32(1), 5-44. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. Heller, J. I., Daehler, K. R., & Shinohara, M. (2003). Connecting all the pieces. Journal of Staff Development, 24(3), 36-41. Jones, M. (2014). Reflective practice in the online space. In M. Jones and J. Ryan (Eds), Successful teacher education: Partnerships, reflective practice and the place of technology (pp. 153-173). Rotterdam: Sense. Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: The Guilford Press. Kyriakides, L., & Creemers, B. P. (2008). Using a multidimensional approach to measure the impact of classroom-level factors upon student achievement: A study testing the validity of the dynamic model. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 19(2), 183-205. Libman, Z., & Zuzovsky, R. (2006). Standards of teaching and teaching tests: Is this the right way to go? Studies in Educational Evaluations, 32(1), 37-52. Loughran, J. (2002). Effective reflective practice: in search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43. Malhotra, N., & Dash, S. (2011). Marketing research: An applied orientation (6th ed.). New Delhi: Pearson Education. Marsh, H. W. (1982). Validity of students’ evaluations of college teaching: A multitrait-multimethod analysis. Journal of Educational Psychology, 74, 264-279. Marsh, H. W. (1987). Students’ evaluation of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11, 253-388. Oppenheim, A. N. (1992). Questionnaire design, interviewing and attitude measurement. London: Continuum. Özgüngör, S. (2013). Eğitim süreci öğrenci değerlendirmeleri ölçeği’nin Türkçeye uyarlama çalışması ve etkili öğretim elemanlarını tanımlayan alt boyutların belirlenmesi. Eğitim ve Bilim, 38(170), 79-94. Panayiotou, A., Kyriakides, L., Creemers, B. P., McMahon, L., Vanlaar, G., Pfeifer, M., & Bren, M. (2014). Teacher behavior and student outcomes: Results of a European study. Educational Assessment, Evaluation and Accountability, 26(1), 73-93. Patrick, F., Forde, C., & McPhee, A. (2003). Challenging the ‘new professionalism’: From managerialism to pedagogy? Journal of In-service Education, 29(2), 237-254. Payne, D., & Wolfson, T. (2000). Teacher professional development-the principal’s critical role. NASSP Bulletin, 84(618), 13-21. doi: 10.1177/019263650008461803 Postholm, M. B. (2012). Teachers’ professional development: A theoretical review. Educational Research, 54(4), 405-429. Rushton, S., Morgan, J., & Richard, M. (2007). Teacher’s Myers-Briggs personality profiles: Identifying effective teacher personality traits. Teaching and Teacher Education, 23, 432-441. Sanders, W. L. (1998). Value-added assessment. School Administrator, 55(11), 24. Saris, W. E., & Gallhofer, I. N. (2014). Design, evaluation, and analysis of questionnaires for survey research. Hoboken: Wiley. Scheerens, J. (2010). Teachers’ professional development: Europe in international comparison. Luxembourg: Office for Official Publications of the European Union. Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lesson from around the world. Paris: OECD Publishing. Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Schumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling (3rd ed.). New York: Routledge. Seçer, İ. (2015). Psikolojik test geliştirme ve uyarlama süreci: SPSS ve LISREL uygulamaları. Ankara: Anı. Seferoğlu, S. S. (2004). Öğretmen yeterlilikleri ve mesleki gelişim. Bilim ve Aklın Aydınlığında Eğitim, 58, 40-45. Seidel, T., & Shavelson, R. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77, 454-499. Shaha, S. H., Lewis, V. K., O’Donnell, T. J., & Brown, D. H. (2004). Evaluating professional development: An approach to verifying program impact on teachers and students. The Journal of Research in Professional Learning, 1-18. Sheppard, B. (1996). Exploring the transformational nature of instructional leadership. The Alberta Journal of Educational Research, 42(4), 325-344. Smith, C., & Gillespie, M. (2007). Research on professional development and teacher change: Implications for adult basic education. Review of adult learning and literacy, 7(7), 205-244. Suhr, D. D. (2006). Exploratory or confirmatory factor analysis? Cary: SAS Institute. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Upper Saddle River: Pearson. Usdan, M. (2000). Leadership for student learning: Reinventing the principalship. Institute for Educational Leadership, National Pres Club, 12, 1-24. Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12), 1-28. Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57-67. Yetim, A. A., & Göktaş, Z. (2004). Öğretmenin mesleki ve kişisel nitelikleri. Kastamonu Eğitim Dergisi, 12(2), 541-550.
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 15 Kasım 2019 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 4 Sayı: 2 |
Kaynak Göster
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