The application of the dynamic teacher professional development through experimental action research

Abstract

In this study, it is aimed to provide professional development of teachers by improving their classroom teaching based on dynamic professional development approach. The research was conducted as experimental action research. In the first step of the action research, interview technique was used to determine the opinions of teachers and school administrators about the teachers' professional development problems. In the second step, data were collected from the students who volunteered in the school where the action research will be carried out to determine the professional development levels of teachers. In the third step, teachers were given feedback about the answers. In the fourth step, teachers prepared action plans by reflecting on feedback. In the fifth step, the teachers were taught to teach according to the action plans they prepared. In the last step, in order to determine whether the plans are effective, the procedures in the first step were repeated and the professional development levels of teachers were re-determined, and the final results were compared with the first results. As a result of the research, it was determined that the teachers' professional development could be provided when they implement the action plans that they prepare by reflecting on the student evaluations. It was determined that teachers faced obstacles in their professional development and existing professional development activities were carried out with unplanned and mere information transfer without considering the needs of teachers. It is suggested that teachers should be provided according to the needs of their professional development, to make use of the observations of the students in order to determine the needs and to plan the development activities to respond to the teachers' practices in the classroom and to solve the teacher's problems