Introduction

Date

2021-01-01

Author

Edling, Silvia
Karaman, Abdullah Cendel

Metadata

Show full item record

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

Item Usage Stats

192
views

0
downloads

Research in teacher education has drawn attention to the role of situated learning processes in teachers’ professional development (Korthagen, 2017). In this regard, the link between the formation of teacher identities and professional learning patterns has become a key area of emphasis in the field of teacher education (Kelchtermans, 2009; Vermunt et al., 2017). Internationally, this can be observed in various forms such as professional learning communities or individual professional learning efforts. One domain in which teachers’ epistemological reasoning can be explored is professional learning narratives (Mena, Hennissen, & Loughran, 2017). This chapter integrates a brief critical reflection on the conceptual framing of “successful teachers” in the public domain and discusses the affordances of inquiring into particular “successful” teachers’ narratives in education. We also reflect on the diversity of contexts introduced in this volume with a focus on understanding the situated nature of teacher identity.

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85109613447&origin=inward
https://hdl.handle.net/11511/91510

Journal

Professional Learning and Identities in Teaching: International Narratives of Successful Teachers

DOI

https://doi.org/10.4324/9781003028451-1

Collections

Department of Foreign Language Education, Article

Suggestions

OpenMETU
Core

DEVELOPING A PARTICIPATORY MODEL FOR TEACHER EVALUATION AND PROFESSIONAL DEVELOPMENT: A CASE STUDY Güneş savul, Emel; Çapa Aydın, Yeşim; Department of Curriculum and Instruction (2022-10) This case study aimed to develop a participatory teacher evaluation model to promote teachers’ professional development. A private primary school was determined as the case, and the study was conducted in the academic year of 2018-2020. Classroom teachers, principals, and experts working in this school constituted the participants. The first part of the research aimed to provide an in-depth analysis of perceptions of participants on current teacher evaluation and professional development practices. In the ...
Research engagement in and beyond pre-service teacher education: a case study of an english language teacher education program in Turkey Tanış, Selin; Selvi, Ali Fuad.; Department of English Literature (2019) This case study aims to explore how pre-service EFL teachers and teacher educators conceive research engagement in pre-service teachers’ professional development in an English language teacher education program in Turkey. The data in this case study were collected through questionnaire administered to pre-service teachers, focus group interviews with pre-service teachers, and individual interviews with teacher educators. Also, document review of syllabi and course descriptions of the formal research course ...
On Being an In-service Teacher Educator: Challenges, Sources of Pleasures and Metaphors Gümüşok, Fatma; Seferoğlu, Gölge (2019-09-03) There is an established association between teacher quality and student learning in schools, which promotes research studies focusing on teachers. However, a similar link has not been established between teacher education and student learning (Murray & Kosnik, 2011). Despite a slightly notable increase in studies about teacher educators, this group of professionals is regarded as under-researched, insufficiently understood and generally ignored (Cochran-Smith, 2003, Murray & Male, 2005; Vanassche & Kelterma...
An Investigation into Turkish english language teachers’ perceived professional development needs, practices and challenges Korkmazgil, Sibel; Seferoğlu, Gölge; Department of English Language Teaching (2015) This phenomenological research study seeks to explore English language teachers’ professional development needs, practices and challenges that they experience in their professional growth. Data were collected from 41 English language teachers working at public schools in 14 different cities in Turkey through semi-structured interviews conducted in 2012. The findings suggested that highest level of needs were indicated with regard to developing teachers’ English language proficiency and speaking skills, impr...
Short-Term International Experiences in Language Teacher Education: A Qualitative Meta-Synthesis Çiftçi, Emrullah Yasin; Karaman, Abdullah Cendel (2019-01-01) Short-term international experiential learning opportunities can foster language teachers' multidimensional development. Even though such experiences are considered beneficial for language teachers' development, educational reviews have scarcely concentrated on a comprehensive synthesis of the impact of such experiences on language teachers. This meta-synthesis of qualitative research analyzed the role of international experiential learning in the multidimensional development of pre- and in-service language...

Citation Formats

S. Edling and A. C. Karaman, “Introduction,” Professional Learning and Identities in Teaching: International Narratives of Successful Teachers, pp. 1–19, 2021, Accessed: 00, 2021. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85109613447&origin=inward.