Cite

Akiba, M., & Liang, G. (2016). Effects of teacher professional learning activities on student achievement growth. The Journal of Educational Research, 109(1), 99–110.10.1080/00220671.2014.924470 Search in Google Scholar

Allen, D. W., & LeBlank, A. C. (2005). Collaborative Peer Coaching That Improves Instruction: The 2x2 Performance Appraisal Model. Corwin Press, Thousand Oaks. Search in Google Scholar

Allensworth, E., Ponisciak, S., & Mazzeo, C. (2009). The schools’ teachers leave: Teacher mobility in Chicago public schools, consortium on Chicago school research. https://consortium.uchicago.edu/publications/schools-teachers-leave-teacher-mobility-chicago-public-schools Search in Google Scholar

Andersen, L. B., Heinesen, E., & Pedersen, L. H. (2014). How does public service motivation among teachers affect student performance in schools? Journal of Public Administration Research and Theory, 24(3), 651–671. http://dx.doi.org/10.1093/jopart/mut08210.1093/jopart/mut082 Search in Google Scholar

Antoniou, P., & Kyriakides, L. (2013). A dynamic integrated approach to teacher professional development: Impact and sustainability of the effects on improving teacher behaviour and student outcomes. Teaching and Teacher Education, 29(1), 1–12. https://doi.org/10.1016/j.tate.2012.08.00110.1016/j.tate.2012.08.001 Search in Google Scholar

Austin, M. S., & Harkins, D. A. (2008). Assessing change: Can organizational learning “work” for schools? The Learning Organization, 15(2), 105–125.10.1108/09696470810852302 Search in Google Scholar

Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10–20. 10.1016/j.tate.2010.08.00710.1016/j.tate.2010.08.007 Search in Google Scholar

Blandford, S. (2012). Managing professional development in schools. Routledge.10.4324/9780203021606 Search in Google Scholar

Blömeke, S., Suhl, U., & Kaiser, G. (2011). Teacher education effectiveness: Quality and equity of future primary teachersí mathematics and mathematics pedagogical content knowledge. Journal of Teacher Education, 62(2), 154–171. 10.1177/002248711038679810.1177/0022487110386798 Search in Google Scholar

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. https://doi.org/10.3102/0013189X03300800310.3102/0013189X033008003 Search in Google Scholar

Bubb, S. (2004). The insider’s guide to early professional development: Succeed in your first five years as a teacher. Routledge. Search in Google Scholar

Can, E. (2019). Professional development of teachers: obstacles and suggestions. Journal of Qualitative Research in Education, 7(4), 1618–1650.10.14689/Issn.2148-2624.1.7c.4s.14m Search in Google Scholar

Choy, S., Chen, X., & Bugarin, R. (2006). Teacher professional development in 1999–2000: What teachers, principals, and district staff report. National Center for Education Statistics, Washington, DC. https://nces.ed.gov/pubs2006/2006305.pdf Search in Google Scholar

Coggshall, J. G., & Ott, A. (2010). Retaining teacher talent: Convergence and contradictions in teachers’ perceptions of policy reform ideas. Public Agenda. Search in Google Scholar

Cohen, D. K., & Hill, H. C. (2000). Instructional policy and classroom performance: The mathematics reform in California. Teachers College Record, 102(2), 294–343.10.1111/0161-4681.00057 Search in Google Scholar

Collinson, V., Kozina, E., Kate Lin, Y. H., Ling, L., Matheson, I., Newcombe, L., et al. (2009). Professional development for teachers: A world of change. European Journal of Teacher Education, 32(1), 3–19. https://doi.org/10.1080/0261976080255302210.1080/02619760802553022 Search in Google Scholar

Craft, A. (2002). Continuing professional development: A practical guide for teachers and schools. Routledge.10.4324/9780203420041 Search in Google Scholar

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1–44.10.14507/epaa.v8n1.2000 Search in Google Scholar

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-prof-dev10.54300/122.311 Search in Google Scholar

Desimone, L. M. (2009). Improving impact studies of teachersí professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181–200. https://doi.org/10.3102/0013189X0833114010.3102/0013189X08331140 Search in Google Scholar

Desimone, L. M. (2011). A primer on effective professional development. Phi Delta Kappan, 92(6), 68–71. https://doi.org/10.1177/00317217110920061610.1177/003172171109200616 Search in Google Scholar

Desimone, L. M., & Garet, M. S. (2015). Best practices in teachersí professional development in the United States. Psychology, Society, & Education, 7(3), 252–263.10.25115/psye.v7i3.515 Search in Google Scholar

Drage, K. (2010). Professional development: Implications for Illinois career and technical education teachers. Journal of Career and Technical Education, 25(2), 24–37.10.21061/jcte.v25i2.477 Search in Google Scholar

Farina, C., & Kotch, L. (2008). A school leader’s guide to excellence: Collaborating our way to better schools. Heinemann, Portsmouth. Search in Google Scholar

Gallo-Fox, J., & Scantlebury, K. (2016). Coteaching as professional development for cooperating teachers. Teaching and Teacher Education, 60, 191–202. https://doi.org/10.1016/j.tate.2016.08.00710.1016/j.tate.2016.08.007 Search in Google Scholar

Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/0002831203800491510.3102/00028312038004915 Search in Google Scholar

Girvan, C., Conneely, C., & Tangney, B. (2016). Extending experiential learning in teacher professional development. Teaching and Teacher Education, 58, 129–139. https://doi.org/10.1016/j.tate.2016.04.00910.1016/j.tate.2016.04.009 Search in Google Scholar

Gladwell, M. (2008). Outliers: The story of success. Brown Company. Search in Google Scholar

de Groot-Reuvekamp, M., Ros, A., & van Boxtel, C. (2018). A successful professional development program in history: What matters? Teaching and Teacher Education, 75, 290–301. https://doi.org/10.1016/j.tate.2018.07.00510.1016/j.tate.2018.07.005 Search in Google Scholar

Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748–750.10.1177/003172170308401007 Search in Google Scholar

Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi Delta Kappan, 90(7), 495–500. https://doi.org/10.1177/00317217090900070910.1177/003172170909000709 Search in Google Scholar

Hardy, I. (2012). The politics of teacher professional development: Policy, research and practice. Routledge, Taylor & Francis Group. Search in Google Scholar

Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R., Mouza, C., & Ferdig, R. E. (2020). Special issue editorial: Preservice and in-service professional development during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 137–147. https://www.learntechlib.org/primary/p/216910/ Search in Google Scholar

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Search in Google Scholar

Heasly, B., Lindner, J., Iliško, Dz., & Salīte, I. (2020). From initiatives, to insights, to implementation of the sustainability and securitability Agenda for 2030. Discourse and Communication for Sustainable Education, 11(1), 1–4. https://doi.org/10.2478/dcse-2020-000110.2478/dcse-2020-0001 Search in Google Scholar

Higgins, J., & Parsons, R. (2009). A successful professional development model in mathematics: A system-wide New Zealand case. Journal of Teacher Education, 60(3), 231e242. https://doi.org/10.1177/002248710933689410.1177/0022487109336894 Search in Google Scholar

Hill, H. C. (2009). Fixing teacher professional development. Phi Delta Kappan, 90(7), 470–476. https://doi.org/10.1177/00317217090900070510.1177/003172170909000705 Search in Google Scholar

Hung, H. T., & Yeh, H. C. (2013). Forming a change environment to encourage professional development through a teacher study group. Teaching and Teacher Education, 36, 153–165. https://doi.org/10.1016/j.tate.2013.07.00910.1016/j.tate.2013.07.009 Search in Google Scholar

Hunzicker, J. (2011). Effective professional development for teachers: A checklist. Professional Development in Education, 37(2), 177–179. https://doi.org/10.1080/19415257.2010.52395510.1080/19415257.2010.523955 Search in Google Scholar

Ilgan, A. (2021). A conceptual frame about professional development of teachers and implications for Turkish education system. Journal of Education for Life, 35(1), 256–280. 10.33308/26674874.2021351225 Search in Google Scholar

Ilğan, A., Çelik-Çalı, M., Sevim, F., & Bolat, Ö. (2021). The effect of educators’ perception of organizational trust on professional development. Journal of Innovative Research in Teacher Education, 2(3), 193–213. https://doi.org/10.29329/jirte.2021.408.210.29329/jirte.2021.408.2 Search in Google Scholar

Jacob, R., Hill, H., & Corey, D. (2017). The impact of a professional development program on teachers’ mathematical knowledge for teaching, instruction, and student achievement. Journal of Research on Educational Effectiveness, 10(2), 379–407.10.1080/19345747.2016.1273411 Search in Google Scholar

Jensen, B., & Farmer, J. (2013). School turnaround in Shanghai: The empowered management approach to improving school performance. Center for American Progress. https://cdn.americanprogress.org/wp-content/uploads/2013/05/ShanghaiReport-INTRO.pdf Search in Google Scholar

Kintz, T., Lane, J., Gotwals, A., & Cisterna, D. (2015). Professional development at the local level: Necessary and sufficient conditions for critical colleagueship. Teaching and Teacher Education, 51, 121–136. https://doi.org/10.1016/j.tate.2015.06.00410.1016/j.tate.2015.06.004 Search in Google Scholar

Kissau, S., Hart, L. C., & Algozzine, B. (2019). Investigating the impact of edTPA professional development on classroom practice and student teaching experience. Journal of Teacher Education, 70(2), 1–13. doi: 10.1177/002248711772170610.1177/0022487117721706 Search in Google Scholar

Knapp, M. (2003). Professional development as a policy pathway. Review of Research in Education, 27, 109–157.10.3102/0091732X027001109 Search in Google Scholar

Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387–405. https://doi.org/10.1080/13540602.2016.121152310.1080/13540602.2016.1211523 Search in Google Scholar

Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35. http://dx.doi.org/10.1080/0013191012003362810.1080/00131910120033628 Search in Google Scholar

Ministry of National Education. (2021). Annual report for 2020. https://sgb.meb.gov.tr/meb_iys_dosyalar/2021_03/03134336_2020_YYlY_Ydare_Faaliyet_Raporu.pdf Search in Google Scholar

Neil, P., & Morgan, C. (2003). Continuing professional development for teachers. From introduction to senior management. Kogan Page.10.4324/9780203416785 Search in Google Scholar

Noonan, J. (2019). An affinity for learning: Teacher identity and powerful professional development. Journal of Teacher Education, 70(5), 526–537. https://doi.org/10.1177/002248711878883810.1177/0022487118788838 Search in Google Scholar

Opfer, D. (2016). Conditions and practices associated with teacher professional development and its impact on instruction in TALIS 2013. OECD Education Working Papers, 138. OECD Publishing. https://dx.doi.org/10.1787/5jlss4r0lrg5-en10.1787/5jlss4r0lrg5-en Search in Google Scholar

Opfer, V. D., & Pedder, D. (2011). The lost promise of teacher professional development in England. European Journal of Teacher Education, 34(1), 3–24. https://doi.org/10.1080/02619768.2010.53413110.1080/02619768.2010.534131 Search in Google Scholar

Organisation for Economic Co-Operation and Development. (2005). Teachers matter: Attracting, developing and retaining effective teachers, education and training policy. OECD Publishing, Paris. https://dx.doi.org/10.1787/9789264018044-en10.1787/9789264018044-en Search in Google Scholar

Organisation for Economic Co-Operation and Development. (2018). Effective Teacher Policies: Insights from PISA. OECD Publishing, Paris. https://dx.doi.org/10.1787/9789264301603-en10.1787/9789264301603-en Search in Google Scholar

Organisation for Economic Co-Operation and Development. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. TALIS, OECD Publishing, Paris. https://doi.org/10.1787/1d0bc92a-en10.1787/1d0bc92a-en Search in Google Scholar

Organisation for Economic Co-Operation and Development. (2020). TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. TALIS, OECD Publishing, Paris. https://doi.org/10.1787/19cf08df-en10.1787/19cf08df-en Search in Google Scholar

Orland-Barak, L., & Wang, J. (2020). Teacher mentoring in service of preservice teachersí learning to teach: Conceptual bases, characteristics, and challenges for teacher education reform. Journal of Teacher Education, 72 (1), 1–14. doi: 10.1177/002248711989423010.1177/0022487119894230 Search in Google Scholar

Penner-Williams, J., Diaz, E. I., & Gonzales Worthen, D. (2019). Sustainability of teacher growth from professional development in culturally and linguistically responsive instructional practices. Teaching and Teacher Education, 86. https://doi.org/10.1016/j.tate.2019.102891. Article 102891.10.1016/j.tate.2019.102891 Search in Google Scholar

Perry, J., & Wise, L. (1990). The motivational bases of public service. Public Administration Review, 50(3), 367–373.10.2307/976618 Search in Google Scholar

Ríordáin, M. N., Paolucci, C., & OíDwyer, L. M. (2017). An examination of the professional development needs of out-of-field mathematics teachers. Teaching and Teacher Education, 64, 162–174. https://doi.org/10.1016/j.tate.2017.02.00110.1016/j.tate.2017.02.001 Search in Google Scholar

Robbins, S. P., & Judge, T. A. (2019). Organizational behavior (18th Ed.). Pearson Publishing. Search in Google Scholar

Shava, G. N. (2016). Enhancing learner achievement through professional development: The Zimbabwean experience. South African Journal of Higher Education, 30(6), 56–72.10.20853/30-6-719 Search in Google Scholar

Spiteri, M., & Chang Rundgren, S. N. (2017). Maltese primary teachers’ digital competence: Implications for continuing professional development. European Journal of Teacher Education, 40(4), 521–534. https://doi.org/10.1080/02619768.2017.134224210.1080/02619768.2017.1342242 Search in Google Scholar

Stephens, D., & Boldt, G. (2004). School university partnerships: Rhetoric, reality, and intimacy. Phi Delta Kappan, 9(85), 703–707. https://doi.org/10.1177/00317217040850091210.1177/003172170408500912 Search in Google Scholar

Vila, V. (2020, April 19). The burden of switching to online education falls mostly on teachers: Many educators are rising to the challenge. The Dallas Morning News. https://www.dallasnews.com/opinion/commentary/2020/04/19/the-burden-of-switching-to-online-education-falls-mostly-on-teachers/ Search in Google Scholar

Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. International Institute for Educational Planning. http://file.snnu.net/res/20126/18/018526a6-3cbf-4c9d-ac0f-a0740094aa75.pdf Search in Google Scholar

Xu, J. (2003). Promoting School-Cantered professional development through teaching portfolios. Journal of Teacher Education, 54(4), 347–361. doi: 10.1177/002248710 3255015.10.1177/0022487103255015 Search in Google Scholar

Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL, No. 033). https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf Search in Google Scholar

Zepeda, S. J. (2015). Job embedded professional development: Support, collaboration, and learning in schools. Routledge.10.4324/9781315719693 Search in Google Scholar

Zepeda, S. J. (2017). Instructional supervision: Applying tools and concepts. Routledge.10.4324/9781315625874 Search in Google Scholar

Zepeda, S. J., Parylo, O., & Ilgan, A. (2013). Teacher peer coaching in Amerikan and Turkish schools. International Journal of Mentoring and Coaching in Education, 2(1), 64–82. doi: 10.1108/2046685131132309610.1108/20466851311323096 Search in Google Scholar

eISSN:
2255-7547
Idioma:
Inglés
Calendario de la edición:
2 veces al año
Temas de la revista:
Social Sciences, Education, other