Teacher Voices on teacher research as a professional development tool

Date

2016-05-19

Author

Karakaya, Nuriye
Savaş, Perihan

Metadata

Show full item record

Item Usage Stats

121
views

0
downloads

URI

https://hdl.handle.net/11511/86323

Collections

Unverified, Conference / Seminar

Suggestions

OpenMETU
Core

Teacher beliefs and technology integration practices: A critical relationship Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne T.; Sadik, Olgun; Sendurur, Emine; Sendurur, Polat (2012-09-01) Early studies indicated that teachers' enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers that prevented teachers from using technology in ways that aligned more closely with their beliefs. However, many of these barriers (access, support, etc.) have since been eliminated in the majority of schools. This multiple case-study research was designed to r...
Teacher identity and current teacher education policy challenges in Turkey Karaman, Abdullah Cendel (null; 2016-04-08)
Teacher Candidates’ Attitudes Towards Research Aslan, Reyhan; Seferoğlu, Gölge (null; 2018-04-22)
Teacher cognition on written feedback: Novice and experienced teachers’ beliefs, attitudes and practices Karaağaç, , Gül; Yiğitoğlu, Nur; Department of English Language Teaching (2014-7) Written feedback has in recent years attracted the attention of an increasing number of researchers. While much research on written feedback has focused on students’ and/or teachers’ preferences of written feedback (e.g. Zhu, 2010), teacher beliefs and practices regarding written feedback (e.g. Clements, 2006; Min, 2011), very few, if any, explored the influence of teachers’ experience on feedback practices. In an attempt to address this gap in literature, this study investigates the impact of experience on...
Teacher self-efficacy beliefs toward measurement and evaluation practices Ceylandağ, Fatma Rana; Çapa Aydın, Yeşim; Department of Educational Sciences (2009) Teacher self-efficacy refers to teachers’ belief in their abilities to perform an action. In the present study, a new scale was developed to measure teacher self-efficacy beliefs toward measurement and evaluation practices, called “Teacher Self-Efficacy toward Measurement and Evaluation Practices Scale” (TEMES). The purpose of this study was to test a model of relationships among teacher self-efficacy toward measurement and evaluation practices, teachers’ sense of efficacy, year in teaching, and frequency o...

Citation Formats

N. Karakaya and P. Savaş, “Teacher Voices on teacher research as a professional development tool,” 2016, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/86323.