Participatory Action Research for Professional Development / Mesleki Gelişim İçin Katılımcı Eylem Araştırması
Öz
The sudden shift to online education during the Covid-19 Pandemic resulted in uncertainty and stress among teachers. This study investigates the role of Participatory Action Research [PAR] in supporting teachers’ professional development in times of pandemic-induced chaos and how effective PAR is in tackling challenges that emerge. The study involved fourteen in-service teachers of English and 267 students at a Turkish state university. Through three cycles of PAR, professional development support was provided for the newly established English preparatory school. Data were collected through observations, reflections, and interviews. The qualitative findings revealed that PAR contributed to teachers’ professional development and in-class practices. The chaotic environment which was caused by the pandemic and the mandatory implementation of technology-based teaching tools during that period were the primary challenges at the time of current study. These challenges directly reduced student participation. However, upon the implementation of PAR, the analysis of the emerging themes showed that the participant teachers regarded this kind of action research as the greatest impact on their in-class practices. Increased student participation in classes and the efficient use of technology-based teaching resources were the results of this contribution. This indicated that PAR significantly addressed the issues found in the needs analysis conducted at the beginning of the process. Furthermore, through its components of research, collaboration, and reflection, PAR significantly supported teachers in addressing these problem areas. The major problem areas were the chaos environment caused by the pandemic and the implementation of technology-based teaching tools, which was mandatory during that period. These two problems directly decreased the rate of student participation in the lesson.
Anahtar Kelimeler
Participatory action research Teacher training Professional development Action plan
Etik Beyan
For this research, ethical permission was obtained from the decisions of İzmir Demokrasi University Social and Human Sciences Scientific Research and Publication Ethics Board dated 07.12.2020 and numbered 12-09.
Kaynakça
- Dolapçıoğlu, (2019). In action research: Method, approach, models and planning. In A.S. Saracaloğlu and A. K. Eranıl, (Eds.), Eğitimde Eylem Araştırmaları. Ankara: Nobel Yayıncılık, 279-310.
- Ayaya, G. I., Makoelle, T. M., & Van Der Merwe, M. (2020). Participatory action research: A tool for enhancing inclusive teaching practices among teachers in South African Full-Service Schools. SAGE Open, 10(4), 215824402096357. https://doi.org/10.1177/2158244020963576
- Balushi, K. A. (2021). Effectiveness of TESOL Teachers Continuous Professional Development: Perspectives form Oman. Advances in Language and Literary Studies, 12(1), 1. https://doi.org/10.7575/aiac.alls.v.12n.1.p.1
- Bayram, İ., & Canaran, Ö. (2018). Reflections on a teacher-led CPD Model for EFL Teachers. DOAJ (DOAJ: Directory of Open Access Journals). Retrieved from https://doaj.org/article/fce1a94b96574040b1bdc104675cc24b
- Bhatt, S. P. (2021). Self-directed professional development: EFL teachers' understanding. International Journal of Language and Literary Studies, 3(4), 196-208. https://doi.org/10.36892/ijlls.v3i4.737
- Borg, S. (2015). Overview-Beyond the workshop: CPD for English Language Teachers. Professional development for English language teachers. In: S. Borg, (Ed.) Perspectives from Higher Education in Turkey. Ankara: British Council, 5-12.
- Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. In Elsevier eBooks (pp. 548–556). https://doi.org/10.1016/b978-0-08-044894-7.00654-0 Burns, A. (2009). Doing Action Research in English Language Teaching: A guide for Practitioners. Retrieved from http://ci.nii.ac.jp/ncid/BB00607562
- Cain, T. (2012). Too hard, too soft or just about right: paradigms in music teachers’ action research. British Journal of Music Education, 29(3), 409–425. https://doi.org/10.1017/s0265051712000290
- Chevalier, J. M., & Buckles, D. J. (2019). Participatory Action Research: Theory and Methods for Engaged Inquiry. Routledge.
- Creswell, J. W. (2012). Educational research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson Education.
- Darling-Hammond, L., Hyler, M. E. and Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.
- Day, C. (1999). Developing Teachers: The Challenges of Lifelong Learning (Educational Change and Development Series). Retrieved from http://files.eric.ed.gov/fulltext/ED434878.pdf
- Dhanavel, S. P. (Ed.) (2022). Continuing Professional Development of English Language Teachers: Perspectives and Practices from India. Singapore: Springer
- Eroglu, M., & Özbek, R. (2023). Examining Teachers' Participation in Professional Development in Terms of Their Demographic Characteristics. Excellence in Education Journal, 12(1), 55-81. Farrell, T. S. C. (2013). Reflective practice in ESL Teacher Development Groups: From Practices to Principles. Retrieved from http://ci.nii.ac.jp/ncid/BB16377155
- Geldenhuys, J., & Oosthuizen, L. C. (2015). Challenges influencing teachers’ involvement in continuous professional development: A South African perspective. Teaching and Teacher Education, 51, 203–212. https://doi.org/10.1016/j.tate.2015.06.010
- Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. Educational Review. Retrieved from https://vtechworks.lib.vt.edu/handle/10919/104648
- Huhtala, A., & Vesalainen, M. (2017). Challenges in developing in-service teacher training: Lessons learnt from two projects for teachers of Swedish in Finland. Apples: Journal of Applied Language Studies, 11.
- Ioannidou-Koutselini, M., & Patsalidou, F. (2015). Engaging school teachers and school principals in an action research in-service development as a means of pedagogical self-awareness. Educational Action Research, 23(2), 124-139.
- Kemmis, S. (2010). What is to be done? The place of action research. Educational Action Research, 18(4), 417–427. https://doi.org/10.1080/09650792.2010.524745
- Kemmis, S. & McTaggart, R. (2000). Participatory action research. In: N. Denzin and Y. Lincoln (Eds). The Handbook of Qualitative Research. India: Sage, 567–607.
- Kemmis, S., McTaggart, R., & Nixon, R. (2013). The Action Research Planner: Doing Critical Participatory Action Research. Retrieved from https://ndl.ethernet.edu.et/bitstream/123456789/88583/1/2014_Book_TheActionResearchPlanner.pdf
- Kennedy, A. (2011). Collaborative continuing professional development (CPD) for teachers in Scotland: aspirations, opportunities and barriers. European Journal of Teacher Education, 34(1), 25–41. https://doi.org/10.1080/02619768.2010.534980
- Kindon, S., Pain, R., & Kesby, M. (2007). Participatory Action Research Approaches and methods: Connecting People, Participation and Place. Routledge.
- Koç, E. M. (2016). A general investigation of the In-Service training of English language teachers at elementary schools in Turkey. DOAJ (DOAJ: Directory of Open Access Journals). Retrieved from https://doaj.org/article/13d7a2e43b424abba47cae87596881af Lambirth, A., Cabral, A., McDonald, R., Philpott, C., Brett, A., & Magaji, A. (2019). Teacher-led professional development through a model of action research, collaboration and facilitation. Professional Development in Education, 47(5), 815–833. https://doi.org/10.1080/19415257.2019.1685565
- Laudonia, I., & Eilks, I. (2018). Reflections on a Three-Year-Long Teacher-Centered, participatory Action research experience on teaching chemical bonding in a Swiss vocational school. Education Sciences, 8(3), 141-156. https://doi.org/10.3390/educsci8030141
- Liu, K., Miller, R. I., & Jahng, K. E. (2016). Participatory media for teacher professional development: toward a self-sustainable and democratic community of practice. Educational Review, 68(4), 420–443. https://doi.org/10.1080/00131911.2015.1121862
- Mercer, S., Farrell, C. & Freeman, D. (2022). Self-directed Professional Development in ELT. Oxford: Oxford University Press.
- Miedijensky, S., & Sasson, I. (2020). Participatory action research as a way to innovate mathematics and science teaching, teachers’ professional development perceptions and performances. Educational Action Research, 30(1), 39–60. https://doi.org/10.1080/09650792.2020.1802320
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An Expanded Sourcebook. SAGE.
- Morales, M. P. E. (2015). Participatory Action Research (PAR) cum Action Research (AR) in Teacher Professional Development: A Literature Review. International Journal of Research in Education and Science, 2(1), 156-165. https://doi.org/10.21890/ijres.01395
- Mustafa, B., & Paçariz, Y. (2021). Exploring teachers’ perceptions of professional development: The case of Kosova. The Journal of Language and Linguistic Studies, 17(3), 1210–1224. https://doi.org/10.52462/jlls.86
- Nugent, K. L. (2019). Exploring the teaching of culture in the foreign language classroom within the context of collaborative professional development: a critical participatory action research study. Educational Action Research, 28(3), 497–517. https://doi.org/10.1080/09650792.2019.1577148
- Opfer, D. D., & Pedder, D. (2010). Benefits, status and effectiveness of Continuous Professional Development for teachers in England. the Curriculum Journal, 21(4), 413–431. https://doi.org/10.1080/09585176.2010.529651
- Ördem, E. (2021). Participatory action research in a listening-speaking class in second language teaching: towards a critical syllabus. Educational Action Research, 31(1), 4–20. https://doi.org/10.1080/09650792.2021.1898431
- Padwad, A. (2022). Continuing Professional Development and Culture: Developing as an English Teacher in India. In Continuing professional development of English language teachers: perspectives and practices from India (pp. 19–36). https://doi.org/10.1007/978-981-19-5069-8_2
- Parrello, S., Iorio, I., Carillo, F., & Moreno, C. (2019). Teaching in the Suburbs: participatory action research against educational wastage. Frontiers in Psychology, 10, 2308.
- Pineda, H., Lorca, A., Cortes, S., Gador, S., Mangompit, R. M., Pacaldo, F. J., & Lorca, E. (2022). Development and Evaluation of a Professional Development Program on Designing Participatory Action Research Projects for Basic Education Teachers. Advanced Education, 21, 161-184. https://doi.org/10.20535/2410-8286.266663
- Reimers, F. M., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. OECD. Retrieved April, 14(2020), 2020-04.
- Richards, J. C., & Farrell, T. S. C. (2005). Professional Development for Language Teachers: Strategies for Teacher learning. Retrieved from http://dx.doi.org/10.1017/cbo9780511667237
- Saberi, L., & Amiri, F. (2016). A Qualitative Study of Iranian EFL University Teachers’ Attitude towards Professional Development. Journal of Language Teaching and Research, 7(3), 591-598. https://doi.org/10.17507/jltr.0703.22
- Sagor, R. (2010). The Action Research Guidebook: A Four-Stage Process for Educators and School Teams. Corwin Press. Saldaña, J., & Omasta, M. (2016). Qualitative research: Analyzing life. Sage Publications.
- Sokal, L., Trudel, L. G. E., & Babb, J. (2020). Supporting Teachers in Times of Change: The Job Demands- Resources Model and Teacher Burnout during the COVID-19 Pandemic. International Journal of Contemporary Education, 3(2), 67. https://doi.org/10.11114/ijce.v3i2.4931
- Somantri, C., & Iskandar, H. (2021). The impact of CPD in teaching, and the role of principal in promoting CPD. Advances in Social Science, Education and Humanities Research/Advances in Social Science, Education and Humanities Research. https://doi.org/10.2991/assehr.k.210212.074
- Stringer, E. T. (2014). Action research. Thousand Oaks, California: Sage Publications.
- Toprakçı, E. ve Hepsöğütlü, Z. B. (2022). Anadolu lisesi öğretmenlerinin uzaktan öğretime ilişkin sorun kaynağı algıları. Uluslararası Liderlik Eğitimi Dergisi (ULED)/ International Journal of Leadership Training (IJOLT), 6(2), 1-14. TrDoi: https://trdoi.org/10.26023458/uled.1166943
- United Nations Educational, Scientific and Cultural Organization (2020). COVID-19 Impact on Education. https://en.unesco.org/covid19/educationresponse Uztosun, M. S., Skinner, N., & Cadorath, J. (2014). An action research study designed to implement student negotiation to improve speaking classroom practice in Turkey. Educational Action Research, 22(4), 488–504. https://doi.org/10.1080/09650792.2014.904238
Mesleki Gelişim İçin Katılımcı Eylem Araştırması / Participatory Action Research for Professional Development
Öz
Covid-19 Pandemi dönemiçevrimiçi eğitime ani geçiş, öğretmenler arasında belirsizlik ve strese neden olmuştur. Bu çalışma, pandemi kaynaklı kaos dönemlerinde öğretmenlerin mesleki gelişimlerini desteklemede Katılımcı Eylem Araştırması [PAR]'nın rolünü ve PAR'ın ortaya çıkan zorluklarla başa çıkmada ne kadar etkili olduğunu incelemiştir. Çalışmaya Türkiye'deki bir devlet üniversitesinde yabancı diller yüksekokulunda çalışanon dört İngilizce öğretmeni ve 267 öğrenci katılmıştır. Üç PAR döngüsü boyunca yeni kurulan İngilizce hazırlık okuluna mesleki gelişim desteği sağlanmıştır. Veriler gözlemler, yansıtmalar ve görüşmeler yoluyla toplanmıştır. Nitel bulgular, PAR'ın öğretmenlerin mesleki gelişimine ve sınıf içi uygulamalarına katkıda bulunduğunu ortaya koymuştur. Pandeminin neden olduğu kaotik ortam ve o dönemde teknoloji tabanlı öğretim araçlarının zorunlu olarak uygulanması, mevcut çalışmanın yapıldığı dönemdeki temel zorluklardı. Bu zorluklar doğrudan öğrencinin derse katılımını azaltmıştır. Ancak PAR'ın uygulanması üzerine ortaya çıkan temaların analizi, katılımcı öğretmenlerin bu tür eylem araştırmalarını sınıf içi uygulamalarının gelişimi üzerinde önemli bir etkiye sahip araştırma türü olarak gördüklerini göstermiştir. Derslerde öğrenci katılımının artması ve teknoloji tabanlı öğretim kaynaklarının etkili kullanımı bu katkının sonuçlarıdır. Bu, PAR'ın sürecin başında yürütülen ihtiyaç analizinde bulunan sorunları önemli ölçüde ele aldığını göstermiştir. Dahası, araştırma, işbirliği ve yansıtma bileşenleri aracılığıyla PAR, öğretmenlerin bu sorun alanlarını ele almalarına önemli ölçüde destek olmuştur. Başlıca sorun alanları pandemi kaynaklı kaos ortamı ve o dönemde zorunlu olan teknoloji tabanlı öğretim araçlarının uygulanması olmuştur. Bu iki sorun doğrudan öğrencilerin derse katılım oranını düşürmüştür.
Anahtar Kelimeler
Katılımcı eylem araştırması Öğretmen eğitimi Profesyonel gelişim Eylem planı
Etik Beyan
For this research, ethical permission was obtained from the decisions of İzmir Demokrasi University Social and Human Sciences Scientific Research and Publication Ethics Board dated 07.12.2020 and numbered 12-09.
Destekleyen Kurum
Yoktur
Teşekkür
Yoktur
Kaynakça
- Dolapçıoğlu, (2019). In action research: Method, approach, models and planning. In A.S. Saracaloğlu and A. K. Eranıl, (Eds.), Eğitimde Eylem Araştırmaları. Ankara: Nobel Yayıncılık, 279-310.
- Ayaya, G. I., Makoelle, T. M., & Van Der Merwe, M. (2020). Participatory action research: A tool for enhancing inclusive teaching practices among teachers in South African Full-Service Schools. SAGE Open, 10(4), 215824402096357. https://doi.org/10.1177/2158244020963576
- Balushi, K. A. (2021). Effectiveness of TESOL Teachers Continuous Professional Development: Perspectives form Oman. Advances in Language and Literary Studies, 12(1), 1. https://doi.org/10.7575/aiac.alls.v.12n.1.p.1
- Bayram, İ., & Canaran, Ö. (2018). Reflections on a teacher-led CPD Model for EFL Teachers. DOAJ (DOAJ: Directory of Open Access Journals). Retrieved from https://doaj.org/article/fce1a94b96574040b1bdc104675cc24b
- Bhatt, S. P. (2021). Self-directed professional development: EFL teachers' understanding. International Journal of Language and Literary Studies, 3(4), 196-208. https://doi.org/10.36892/ijlls.v3i4.737
- Borg, S. (2015). Overview-Beyond the workshop: CPD for English Language Teachers. Professional development for English language teachers. In: S. Borg, (Ed.) Perspectives from Higher Education in Turkey. Ankara: British Council, 5-12.
- Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. In Elsevier eBooks (pp. 548–556). https://doi.org/10.1016/b978-0-08-044894-7.00654-0 Burns, A. (2009). Doing Action Research in English Language Teaching: A guide for Practitioners. Retrieved from http://ci.nii.ac.jp/ncid/BB00607562
- Cain, T. (2012). Too hard, too soft or just about right: paradigms in music teachers’ action research. British Journal of Music Education, 29(3), 409–425. https://doi.org/10.1017/s0265051712000290
- Chevalier, J. M., & Buckles, D. J. (2019). Participatory Action Research: Theory and Methods for Engaged Inquiry. Routledge.
- Creswell, J. W. (2012). Educational research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson Education.
- Darling-Hammond, L., Hyler, M. E. and Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.
- Day, C. (1999). Developing Teachers: The Challenges of Lifelong Learning (Educational Change and Development Series). Retrieved from http://files.eric.ed.gov/fulltext/ED434878.pdf
- Dhanavel, S. P. (Ed.) (2022). Continuing Professional Development of English Language Teachers: Perspectives and Practices from India. Singapore: Springer
- Eroglu, M., & Özbek, R. (2023). Examining Teachers' Participation in Professional Development in Terms of Their Demographic Characteristics. Excellence in Education Journal, 12(1), 55-81. Farrell, T. S. C. (2013). Reflective practice in ESL Teacher Development Groups: From Practices to Principles. Retrieved from http://ci.nii.ac.jp/ncid/BB16377155
- Geldenhuys, J., & Oosthuizen, L. C. (2015). Challenges influencing teachers’ involvement in continuous professional development: A South African perspective. Teaching and Teacher Education, 51, 203–212. https://doi.org/10.1016/j.tate.2015.06.010
- Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. Educational Review. Retrieved from https://vtechworks.lib.vt.edu/handle/10919/104648
- Huhtala, A., & Vesalainen, M. (2017). Challenges in developing in-service teacher training: Lessons learnt from two projects for teachers of Swedish in Finland. Apples: Journal of Applied Language Studies, 11.
- Ioannidou-Koutselini, M., & Patsalidou, F. (2015). Engaging school teachers and school principals in an action research in-service development as a means of pedagogical self-awareness. Educational Action Research, 23(2), 124-139.
- Kemmis, S. (2010). What is to be done? The place of action research. Educational Action Research, 18(4), 417–427. https://doi.org/10.1080/09650792.2010.524745
- Kemmis, S. & McTaggart, R. (2000). Participatory action research. In: N. Denzin and Y. Lincoln (Eds). The Handbook of Qualitative Research. India: Sage, 567–607.
- Kemmis, S., McTaggart, R., & Nixon, R. (2013). The Action Research Planner: Doing Critical Participatory Action Research. Retrieved from https://ndl.ethernet.edu.et/bitstream/123456789/88583/1/2014_Book_TheActionResearchPlanner.pdf
- Kennedy, A. (2011). Collaborative continuing professional development (CPD) for teachers in Scotland: aspirations, opportunities and barriers. European Journal of Teacher Education, 34(1), 25–41. https://doi.org/10.1080/02619768.2010.534980
- Kindon, S., Pain, R., & Kesby, M. (2007). Participatory Action Research Approaches and methods: Connecting People, Participation and Place. Routledge.
- Koç, E. M. (2016). A general investigation of the In-Service training of English language teachers at elementary schools in Turkey. DOAJ (DOAJ: Directory of Open Access Journals). Retrieved from https://doaj.org/article/13d7a2e43b424abba47cae87596881af Lambirth, A., Cabral, A., McDonald, R., Philpott, C., Brett, A., & Magaji, A. (2019). Teacher-led professional development through a model of action research, collaboration and facilitation. Professional Development in Education, 47(5), 815–833. https://doi.org/10.1080/19415257.2019.1685565
- Laudonia, I., & Eilks, I. (2018). Reflections on a Three-Year-Long Teacher-Centered, participatory Action research experience on teaching chemical bonding in a Swiss vocational school. Education Sciences, 8(3), 141-156. https://doi.org/10.3390/educsci8030141
- Liu, K., Miller, R. I., & Jahng, K. E. (2016). Participatory media for teacher professional development: toward a self-sustainable and democratic community of practice. Educational Review, 68(4), 420–443. https://doi.org/10.1080/00131911.2015.1121862
- Mercer, S., Farrell, C. & Freeman, D. (2022). Self-directed Professional Development in ELT. Oxford: Oxford University Press.
- Miedijensky, S., & Sasson, I. (2020). Participatory action research as a way to innovate mathematics and science teaching, teachers’ professional development perceptions and performances. Educational Action Research, 30(1), 39–60. https://doi.org/10.1080/09650792.2020.1802320
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An Expanded Sourcebook. SAGE.
- Morales, M. P. E. (2015). Participatory Action Research (PAR) cum Action Research (AR) in Teacher Professional Development: A Literature Review. International Journal of Research in Education and Science, 2(1), 156-165. https://doi.org/10.21890/ijres.01395
- Mustafa, B., & Paçariz, Y. (2021). Exploring teachers’ perceptions of professional development: The case of Kosova. The Journal of Language and Linguistic Studies, 17(3), 1210–1224. https://doi.org/10.52462/jlls.86
- Nugent, K. L. (2019). Exploring the teaching of culture in the foreign language classroom within the context of collaborative professional development: a critical participatory action research study. Educational Action Research, 28(3), 497–517. https://doi.org/10.1080/09650792.2019.1577148
- Opfer, D. D., & Pedder, D. (2010). Benefits, status and effectiveness of Continuous Professional Development for teachers in England. the Curriculum Journal, 21(4), 413–431. https://doi.org/10.1080/09585176.2010.529651
- Ördem, E. (2021). Participatory action research in a listening-speaking class in second language teaching: towards a critical syllabus. Educational Action Research, 31(1), 4–20. https://doi.org/10.1080/09650792.2021.1898431
- Padwad, A. (2022). Continuing Professional Development and Culture: Developing as an English Teacher in India. In Continuing professional development of English language teachers: perspectives and practices from India (pp. 19–36). https://doi.org/10.1007/978-981-19-5069-8_2
- Parrello, S., Iorio, I., Carillo, F., & Moreno, C. (2019). Teaching in the Suburbs: participatory action research against educational wastage. Frontiers in Psychology, 10, 2308.
- Pineda, H., Lorca, A., Cortes, S., Gador, S., Mangompit, R. M., Pacaldo, F. J., & Lorca, E. (2022). Development and Evaluation of a Professional Development Program on Designing Participatory Action Research Projects for Basic Education Teachers. Advanced Education, 21, 161-184. https://doi.org/10.20535/2410-8286.266663
- Reimers, F. M., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. OECD. Retrieved April, 14(2020), 2020-04.
- Richards, J. C., & Farrell, T. S. C. (2005). Professional Development for Language Teachers: Strategies for Teacher learning. Retrieved from http://dx.doi.org/10.1017/cbo9780511667237
- Saberi, L., & Amiri, F. (2016). A Qualitative Study of Iranian EFL University Teachers’ Attitude towards Professional Development. Journal of Language Teaching and Research, 7(3), 591-598. https://doi.org/10.17507/jltr.0703.22
- Sagor, R. (2010). The Action Research Guidebook: A Four-Stage Process for Educators and School Teams. Corwin Press. Saldaña, J., & Omasta, M. (2016). Qualitative research: Analyzing life. Sage Publications.
- Sokal, L., Trudel, L. G. E., & Babb, J. (2020). Supporting Teachers in Times of Change: The Job Demands- Resources Model and Teacher Burnout during the COVID-19 Pandemic. International Journal of Contemporary Education, 3(2), 67. https://doi.org/10.11114/ijce.v3i2.4931
- Somantri, C., & Iskandar, H. (2021). The impact of CPD in teaching, and the role of principal in promoting CPD. Advances in Social Science, Education and Humanities Research/Advances in Social Science, Education and Humanities Research. https://doi.org/10.2991/assehr.k.210212.074
- Stringer, E. T. (2014). Action research. Thousand Oaks, California: Sage Publications.
- Toprakçı, E. ve Hepsöğütlü, Z. B. (2022). Anadolu lisesi öğretmenlerinin uzaktan öğretime ilişkin sorun kaynağı algıları. Uluslararası Liderlik Eğitimi Dergisi (ULED)/ International Journal of Leadership Training (IJOLT), 6(2), 1-14. TrDoi: https://trdoi.org/10.26023458/uled.1166943
- United Nations Educational, Scientific and Cultural Organization (2020). COVID-19 Impact on Education. https://en.unesco.org/covid19/educationresponse Uztosun, M. S., Skinner, N., & Cadorath, J. (2014). An action research study designed to implement student negotiation to improve speaking classroom practice in Turkey. Educational Action Research, 22(4), 488–504. https://doi.org/10.1080/09650792.2014.904238
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi |
| Bölüm | Sayı Makaleleri |
| Yazarlar | |
| Yayımlanma Tarihi | 27 Aralık 2024 |
| Gönderilme Tarihi | 23 Kasım 2024 |
| Kabul Tarihi | 26 Aralık 2024 |
| Yayımlandığı Sayı | Yıl 2024Cilt: 15 Sayı: 2 |
This journal uses a CC BY-NC-SA license.
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