<abstract xmlns="http://www.w3.org/1999/xhtml"><p>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.</p></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.

Teachers’ Professional Development Needs: A Q Method Analysis

Discourse and Communication for Sustainable Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

{"article-title":"Teachers\u2019 Professional Development Needs: A Q Method Analysis"}

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...

Teachers’ Professional Development Needs: A Q Method Analysis

Data publikacji: 31 gru 2020

Zakres stron: 159 - 176

DOI: https://doi.org/10.2478/dcse-2020-0024

Słowa kluczowe
professional development, professional development areas of teachers, common professional development needs, Q method analysis

© 2020 Emin Tamer Yenen et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Teachers’ Professional Development Needs: A Q Method Analysis

Data publikacji: 31 gru 2020

Zakres stron: 159 - 176

DOI: https://doi.org/10.2478/dcse-2020-0024

Słowa kluczoweprofessional development, professional development areas of teachers, common professional development needs, Q method analysis

© 2020 Emin Tamer Yenen et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
professional development, professional development areas of teachers, common professional development needs, Q method analysis