Devlet ve Özel Okullarda Çalışan İngilizce Öğretmenlerinin Mesleki Gelişim Üzerine Algıları

Bu çalışma devlet ve özel okullarda çalışan İngilizce öğretmenlerinin mesleki gelişim üzerine algılarını araştırmaktadır. Çalışmanın amacı, mesleki gelişim kavramını değerlendirmek ve farklı okul tiplerinde çalışan farklı cinsiyet ve yaş gruplarından öğretmenlerin mesleki gelişime yönelik algılarına odaklanarak öğretmen gelişiminin güncel duruma ışık tutmaktır. Devlet okullarından 45, özel okullardan 45 İngilizce öğretmeni, mesleki gelişim ile ilgili Likert türü anketin nicel analiz için uygulandığı veri toplama sürecine katılmıştır. Sonuçlara göre çalışmaya katılan öğretmenlerin tümü mesleki gelişim ile ilgili konularda, özellikle yaşam boyu ve sürekli mesleki gelişim ve öğretmenlerin kendilerine ve mesleklerine olan inançları konularında olumlu algılamaya sahiptir. Ayrıca, özel okulda çalışan İngilizce öğretmenlerinin devlet okulunda çalışanlara göre mesleki gelişim ile ilgili bazı esasları daha çok önemsedikleri ortaya çıkmıştır. Öğretmenlerin yaş gruplarının mesleki gelişime yaklaşımda bir etkisi olmamakla beraber cinsiyet faktörü ve mesleki gelişim arasında kadın İngilizce öğretmenleri adına bir dereceye kadar fark ortaya çıkmaktadır

Turkish State and Private School EFL Teachers’ Perceptions on Professional Development

This study investigates the perceptions of state and private school EFL teachers towards professional development. It focuses on interpreting the concept of professional development, putting emphasis on different perceptions of teachers working in different types of schools as well as gender and age factors in order to shed light on the current concepts of teacher development. In the study, 45 state and 45 private school EFL teachers participated in data collection procedure in which a Likerttype questionnaire about professional development was conducted to carry out quantitative analysis. Results indicate that EFL teachers perceive professional development topics positively, especially life-long and ongoing professional development, self-belief and belief in the teaching profession. Besides, private school EFL teachers seem more concerned about some principles of professional development in teaching than state school EFL teachers. Gender has an effect to some extent on teachers’ perceptions of professional development in favour of female EFL teachers whereas age is not a decisive factor on their perceptions

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