IJOESS Year: 8, Vol:8, Issue: 30 DECEMBER 2017 TEACHERS’ OPINIONS ABOUT PROFESSIONAL DEVELOPMENT SCHOOLS12 Özgür ULUBEY Arş. Gör. Dr., Muğla “ıtkı Koç a Ü i ersitesi, Eğiti Fakültesi, oulubey@mu.edu.tr ORCID: 0000-0001-7672-1937 Kasım YILDIRIM Doç. Dr., Muğla “ıtkı Koç a Ü i ersitesi, Eğiti Fakültesi, kasimyildirim@mu.edu.tr ORCID: 0000-0003-1406-709X Muhammet Mustafa ALPASLAN Yrd. Doç. Dr., Muğla “ıtkı Koç a Ü i ersitesi, Eğiti Fakültesi, mustafaalpaslan@mu.edu.tr ORCID: 0000-0003-4222-7468 Necdet AYKAÇ Doç. Dr., Muğla “ıtkı Koç a Ü i ersitesi, Eğiti Fakültesi, mustafaalpaslan@mu.edu.tr ORCID: 0000-0001-8020-713X Received: 12.09.2017 Accepted: 08.12.2017 ABSTRACT The pu pose of the u e t stud is to dete i e tea he s’ opi io s a out p ofessio al development schools. In the current study; one of the mixed methods, the convergent design was employed. The sampling of the quantitative dimension of the study is comprised of 256 tea he s o ki g i ele e ta a d se o da s hools i the it of Muğla. The tea he s participated in the study on a volunteer basis. The sampling of the qualitative dimension of the study consists of 26 teachers selected from among the 256 teachers. The data of the study were collected through the Professional Development Schools Scale and an interview form. The quantitative data were analyzed by using descriptive statistics and the qualitative data were analyzed by using the inductive content analysis. The findings of the study revealed that the teachers have positive opinions about professional development school applications, they want more developed school-university cooperation, and they think that teacher-academician and teacher-teacher relationships need to be developed. The opinions of academicians working in education faculties about professional development schools can be elicited. A pilot study of professional development school can be conducted in Turkey. Keywords: In-service training, professional development schools, teacher training. 2 This research was financially supported by the department of Scientific Research Projects, Mugla Sitki Kocman University (Project No: BAP-17/046). 2 This study was presented as an oral presentation at the conference "International Conference on New Horizons in Education" held on 17-19 July 2017, in Berlin, Germany. 2064 Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS Year: 8, Vol:8, Issue: 30 DECEMBER 2017 ÖĞRETMENLERİN MESLEKİ GELİŞİM OKULLARINA İLİŞKİN GÖRÜŞLERİ ÖZ Bu a aştı ada öğ et e le i esleki gelişi okulla ı a p ofessio al de elop e t s hools ö elik gö üşle i i eli le esi a açla ıştı . A aştı ada ka a ö te dese le i de akı sak dese kulla ıl ıştı . A aştı a ı i el o utu u çalış a g u u u Muğla il e kezi deki ilkokul e o taokulda gö e apa e a aştı a a katıl a a gö üllü ola okulda öğ et e oluştu uştu . Nitel o utu u ise a ı g upta gö üllüle a ası da seçil iş öğ et e oluştu uştu . Ve ile Mesleki Gelişi Okulu Ölçeği e a ı apıla dı ıl ış gö üş e fo u ile topla ıştı . Ni el e ile eti sel a alizle kulla ıla ak, itel ulgula ise tü e a ı sal içe ik a aliz kulla ıla ak çözü le işti . A aştı ada öğ et e le i esleki gelişi okul u gula ala ı a ö elik olu lu gö üş ildi dikle i, ü i e site-okul iş i liği i a ttı ıl ası, öğ et e le ile öğ eti ele a la ı e öğ et e le i ke di a ala ı daki pa laşı la ı gelişti il esi ge ektiği so u u a ulaşıl ıştı . Mesleki Gelişi Okulla ı a ö elik eğiti fakültesi deki öğ eti ele a la ı ı gö üşle i alı a ili . Mesleki gelişi okulla ı u gula ası Tü ki e’de pilot u gula ası apıla ili . Anahtar Kelimeler: Hiz etiçi eğiti , 2065 esleki gelişi okulla ı, öğ et e eğiti i. Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS Year: 8, Vol:8, Issue: 30 DECEMBER 2017 INTRODUCTION The common feature of the education systems of successful countries is that their teachers are qualified (Barber and Mourshed, 2007). The quality of teachers depends on their receiving pre-service and in-service training in line with the conditions of the age. To do so, teachers need to be professionally evaluated and in light of these evaluations, teacher training programs should be revised (Rosenholtz, 1985). In addition, inservice trainings should be organized for teachers to professionally renew themselves and these should be carried out in parallel with educational programs E işe , . In-service training activities in Turkey are planned and implemented considering the opinions of the central and the provincial units of the Ministry of National Education (MNE) in order to improve the knowledge and skills of teachers who work at schools and institutions affiliated to the (MNE), to improve their productivity, to prepare them for scientific and technological developments and for higher positions (MEB, 1994). In the studies addressing the in-service training in Turkey, it has been determined that there are many problems experienced while implementing in-service training. The main problems in this regard can be summarized as follows: there is a lack of emphasis on implications that teachers need; the methods used do not allow teacher active participation; the evaluation process is inadequate; scheduling and physical conditions are inconvenience; trainings are not planned on the basis of needs analysis; in-service training activities are conducted with o ded g oups a d i st u to s a e ot e pe ts i thei fields Sefe oğlu, Mu at a d Ak e e, ake ade uate use of these p og a s Ka a, Çep i a d Küçük, 2004) and in-se i e t ai i g a ti ities a e ot fu tio al at the desi ed le el A doğa , uş, ; . It is also e phasized that i -service training programs do not take into account regional and local differences and many teachers cannot Du ; Öze , ; Uça , ; . It is not possible for nonfunctional in-service training to contribute to the professional development of teachers. Ö e , Me toğlu, Saka a d Gü dal stated that despite i -service training programs and seminars, it seems possible to say that the inadequacies in teachers' professional content knowledge still persist. In light of the previous research findings, it is quite difficult to say that effective and efficient in-service training process is conducted in Turkey. Therefore, for in-service trainings to be effective, while efforts should be made to overcome the existing problems on the one hand, how in-service training programs are conducted all around the world should be examined and these programs should be adapted according to the socio-cultural structure of Turkey and to meet teacher needs. Thus, the analysis of one of the successful in-service training applications, the Professional Development Schools (PDSs) implemented in the United States, is believed to make important contributions to in-service training activities in Turkey. The PDSs was first used in medicine. Taking into account the successful results of this practice, a training group formed by faculty deans and academics representing 50 states set five main objectives for reorganizing teacher training (Miller, 2014). These objectives are; standardization of teacher training and the adherence of all teacher training institutions to the established standards; recognition of differences in teacher education, tea he s’ diplo as, tea he 2066 o it e t, tea he s' k o ledge a d skills; esta lishi g defe si le i tellectual Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS Year: 8, Vol:8, Issue: 30 DECEMBER 2017 standards in acceptance to teaching profession and in educational requirements; establishing links between faculties and schools and making schools better places for teachers to work and learn. In order to achieve these objectives and to contribute positively to the development of teachers and administrators, the training group has established the PDSs system (Cozenza, 2010). The PDS refers to a broad concept that includes laboratory schools, cooperative schools, in-service learning and all other efforts (Wrong and Glass, 2009). While the PDSs have focused on school-university cooperation through school practicum, it has focused on the development of teachers and schools through group works and sharing by providing interregional school and university collaboration for professional developments of teachers. In the PDS, great importance is given to professional development of teachers through cooperation and sharing and common goals are determined and intensive efforts are made to achieve them (Early and Bubb, 2004). In PDSs, teachers are included in in-school and out-of-school activities, monitor trainee teachers and examine their out-of-class interactions and initiatives at schools (Teitel, 1997). The PDSs application makes an educational model functional in which a cooperation and sharing process are established between students intern, mentor teachers and university instructors coming together to assess the teaching practice application. Moreover, when pre-service teachers start their professional life, they get involved in a continuous professional development process including learning and teaching together with their colleagues in provincial schools. Thus, while teachers implement their creative practices at schools on the one hand, they share these practices with other teachers from different schools on the other hand. PDSs includes all professional development activities in which teachers actively participate and through which the quality of the teaching and learning process can be increased, teachers can develop their own knowledge and skills and reflect on their own attitudes (Bolam, 1993). In PDSs, teachers are actively involved in the in-service training activities from planning to implementation of the training process as an effective participant rather than being a listener. Teachers in this process have the opportunity to discuss how to shape learning-teaching processes more effectively by sharing in-class sample practices, effective methods they use, materials they develop and evaluation processes they use. One of the factors making PDSs effective is the establishment of a strong and cooperation-based structure between schools and universities (Teitel, 1997). But such a structure cannot be put into action effectively in Turkey. Universities in the US have professional development departments for the development of pre-service teachers and teachers, and the teaching staff in these departments take active roles in PDSs applications and are working in cooperation with schools and teachers. Thus, it can create strong links between schools and universities. In addition, universities take an active role in this process and put planned and programmed instructions into effect in line with the needs together with school administrators and teachers. When research on PDSs is examined, it is seen that it has made important contributions to the teacher education in different countries. The results of the research show that PDSs applications contribute to the emergence of teacher leadership and increase of leadership capacity, partnership, cooperation and counseling 2067 Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS Year: 8, Vol:8, Issue: 30 DECEMBER 2017 in PDSs is an important factor for the increase of teacher capacity of leadership, they positively affect elementary school teachers' attitudes, enhance their achievements, encourage them to develop cooperation et ee g oups a d the suppo t offe ed ithi the s hool e ha e tea he s’ p ofessio al o pete e eliefs and makes important contributions to the professional development of teachers (Burrus, 2011; Cosenza, 2010; Gissy, 2010; Miller, 2014; Patterson, 2004; Wo, 2005). Considering the successful results of the PDSs model in different countries, it is thought that if this model is adapted to Turkey, it can make important contributions to the solution of the problems as regards teacher t ai i g a d tea he s’ p ofessio al de elop e t. However, efo e su h adaptatio is pe fo ed, it ill e useful to take tea he s’ opi io s a out PDSs appli atio because they are believed to make important contributions to the successful adaptation of PDSs. Thus, it seems to e of g eat i po ta e to dete ou t ies. I this o i e tea he s’ opi io s a out PDSs ha i g ielded su essful esults i e tio , the u e t stud ai s to dete a i e tea he s’ opi io s a out p ofessio al development schools. To this end, answers to the following questions were sought. 1. To what the extent do in-service teachers view the features of PDSs necessary to the Turkish educational system? 2. What a e the tea he s’ opi io s a out p ofessio al de elop e t s hools? METHOD The study employed the convergent design, one of the mixed method designs (Creswell, 2005, 2009; Creswell, Plano-Clark, Gutmann and Hanson, 2003). In this design, quantitative and qualitative dimensions are simultaneously implemented in a certain stage of the study and equal weight is assigned to these dimensions. The data collected from quantitative and qualitative dimensions are separately analyzed. Then the results are interpreted in combination (Creswell and Plano-Clark, 2014). The reason for the selection of the convergent design for the current study is the belief that data collected through only quantitative or qualitative methods do not allow precise explanations and collection of deep information. Therefore, while collecting data with the scale in the study, face-to-face interviews were also conducted by using a semi-structured interview form. The quantitative and qualitative data collected in the study were interpreted together in the conclusion section. Thus, more in-depth information was collected a out the tea he s’ opi io s elated to p ofessio al development schools. The study group of the quantitative dimension of the study is comprised of 256 teachers (98 males and 158 females) selected from among the teachers working in 21 elementary and secondary schools in the city of Muğla ea s of the o e ie t sa pli g ethod o a olu tee asis. F ae kel, Walle a d Hu stated that in cases where the sampling cannot be selected randomly or systematically, the sampling can be selected from reachable, ready human populations. The study group of the qualitative dimension of the study consists of 26 teachers who were willing to take part in interviews from among the 256 participants of the quantitative dimension. Of these 26 teachers, 14 are females and 12 are males. While the data of the quantitative dimension of the research were collected by the Professional Development Schools Scale 2068 Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS de eloped Year: 8, Vol:8, Issue: 30 Yıldı ı , Çeti ka a a d Ates DECEMBER 2017 . Analyzes conducted on data collected with the Professional Development Schools Scale showed that the Cronbach's Alpha reliability coefficient of the scale is 0.83. At the same time, the item-total test correlation for each item in the scale was found to be ranging from 0.65 to 0.68. Item loading values were found to be ranging from 0.58 to 0.76. Again, the fit values obtained after the CFA analysis performed on the actual data reaffirmed the single-factor structure. The goodness-of-fit values of the model obtained as a result of CFA are shown in Table 1. Table 1. Goodness-of-fit Values obtained from the Confirmatory Factor Analysis Conducted on the Data Collected from the Professional Development Schools Scale Model Single factor χ2 p df χ2/df TLI RMSA CFI SRMR 6.537 0.2574 5 1.3074 .99 0.035 .99 0.018 When Table 1 is examined, it is seen that the goodness-of-fit values of the single-factor model of the Professional Development Schools Scale show that the model (hypothesized model) fits well with its observed data. It can also be argued that the goodness-of-fit values are good for the single-factor structure (Hooper, Coughlan and Mullen, 2008; Kline, 2011). In order to get a deeper analysis of possible findings from the quantitative part of the study, interviews were done by using a semi-structured interview protocol. In the process of preparing the semi-structured interview form, several steps were followed. First, a pool of interview questions was created from the literature and previous studies and then, formed by selecting the appropriate questions for the purposes of the study. Next, opinions of experts in the field of teacher education and Turkish language, and of two in-service teachers were obtained for the appropriateness and clarity of the questions in the protocol. Lastly, after all feedbacks were obtained, the interview protocol was finalized. The data obtained from the quantitative part of the study were analyzed using descriptive analyzes (frequency, percentage, normality). The quantitative data were analyzed according to the deductive content analysis approach. For the content analysis, pre-numbered data texts were edited, read several times in order to gain an overview, and were encoded in two cycles. In the first cycle, the data were divided into meaningful sections by performing clear, in-vivo and descriptive coding. Then the second circle of the coding was started. At this stage, pattern, focus and axis coding was performed on the codes created in the first cycle. The codes were placed under the pre-determined themes. Then, the codes under the themes were interpreted by explaining the relationships with each other. By giving direct quotations, it was attempted to analyze cause and effect relationships. For the validity and reliability of the quantitative dimension of the study, strategies such as diversification, expert review, direct quotation, detailed description and joint coding of data were used (Lincoln and Guba, 2069 Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS Year: 8, Vol:8, Issue: 30 DECEMBER 2017 1985). In this study, it was tried to fulfill the requirement of the diversification strategy by using more than one data collection tool. The data were collected from the teachers using quantitative and qualitative data collection tools. By examining the relationships between the findings, credibility of the study was tried to be established. Moreover, to enhance the credibility of the study, the academicians having information about the study and specialized on qualitative research methods were asked to examine the study in terms of its different aspects. In light of the feedbacks given by the academicians, final form of the study was given. The detailed description strategy was used to ensure the transferability of the study. The transferability refers to arrangement of the raw data according to the emerging themes and its transfer to the reader without adding any comments (Lincoln and Guba, 1985). In the current study, at the stage of reporting the findings, the data obtained from the interviews are presented without making any comments. The themes constructed as a result of the data analysis are supported with direct quotations. Great care was taken to explain each item in detail in the method and findings section to ensure the confirmability of the study. Two researchers worked in the analysis of the data to increase the consistency of the study. The two researchers coded the data together and the consistency of the codings was tested by using Miles a d Hu e a ’s i te -rater agreement formula and was found to be 0.86. This value shows that the study is reliable. FINDINGS I this se tio , fi st ge e al a d sta da d de iatio alues fo the tea he s’ opi io s a e p ese ted a d the thei opi io s a out p ofessio al de elop e t s hools a e gi e . The tea he s’ le el of a epta e fo PDSs applications are presented in Table 2. Table 2. Sta da d De iatio a d A ith eti Mea Values fo the Tea he s’ Opi io s a out PDSs Appli atio s Items N X SS Item1 Item2 Item3 Item4 Item5 Total 255 255 255 255 255 255 2.63 2.66 2.65 2.55 2.61 2.61 .52 .50 .53 .54 .55 .41 When Table 2 is examined, it is seen that the teachers have positive opinions about PDSs applications in terms of both all the items and the general total. The findings obtained from the face-to-face interviews conducted by using the semi-structured interview form are presented in Tables 3-4-5. 2070 Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS Year: 8, Vol:8, Issue: 30 DECEMBER 2017 Table 3. Tea he s’ Opi io s a out the S hool-University Cooperation in Professional Development Themes/Codes School-University Cooperation in Professional Development Disadvantages of school-university cooperation Absence of cooperation Inadequate cooperation Lack of connectedness between MEB and universities Scope of school-university cooperation Professionally up-to-date information Up-to-date information about the subject area New models and approaches New methods and techniques More effective instruction Suggestions for establishing school-university cooperation MEB and universities should sign protocols In-service trainings should be organized in small groups Lecturing should not be the sole instructional technique Tea he s’ oti atio should e i eased Teachers should be encouraged to be engaged in trainings at universities f 82 26 14 8 4 30 13 12 2 2 1 26 12 7 4 2 1 When Table 3 is examined, it is seen that the teachers stated that there are problems experienced in professional development in terms of school-university cooperation. The teachers stated that there is no school-university cooperation (f=14) or there is an inadequate cooperation (f=8). The reason for this is shown to be the lack of connectedness between MEB and universities (f=4). Some quotations related to these findings are given below. K1: (There is no school-university cooperation) Even if there is, I do not know. K5: I certainly do not find school-university cooperation enough. I think there is a lack of connectedness between the MNE and universities. The teachers stated their opinions about the content of school-university cooperation. The teachers are of the opinion that their professional (f=13) and content knowledge (f=12) should be updated and they want to learn new models and approaches (f=2), new methods and techniques (f=1) and ways of giving more effective instruction (f=1). Some quotations related to these findings are given below. K7: One of the most remarkable disadvantages of the Ministry of National Education is to condemn us to becoming worse in our profession over time. In the national education, you can spend many years on teaching few pieces of information. That is, you can continue teaching few subjects without having to add anything and nobody complains about it. On the other hand, university instructors have to continuously renew themselves. Otherwise, they cannot go on working at university. University instructors should educate us on some topics. K16: I am a science teacher. There can be cooperation between science teachers and science instructors from universities; for example, about how to use the laboratory. K4: We need instruction about the new educational models. Otherwise, we always teach in the same way. K2: We can conduct experiments that will be engaging for students in cooperation with university instructors, they will be very useful. The teachers made some suggestions about the establishment of school-university cooperation. In this regard, 2071 Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS Year: 8, Vol:8, Issue: 30 DECEMBER 2017 the teachers suggested that the MNE and universities should sign a protocol (f=12), in-service trainings should be organized in small groups (f=7), only lecturing should not be used as a means of instruction during these t ai i gs f= , tea he s’ oti atio fo t ai i g should e i eased f= so that the get o e i te ested i these trainings (f=1). Some quotations related to these findings are given below. K9: Directorates of the Ministry of National Education should be in a close contact with universities (education faculties). In my opinion, there should be even a directorate within the Ministry of National Education only responsible for universities so that connections can always be kept ali e … K18: there are 400 people in a saloon; the instructor lectures as if he/she was giving a conference and this is called training. After the first 5-10 minutes of lecturing, we lose interest and learn nothing. K5: When I go there (seminars) and do something, when I am appreciated and when my motivation is enhanced by the instructor, I feel very good. This makes me more willing to work. Table 4. Tea he s’ Opi io s a out the Co t i utio of the U i e sit to P ofessio al De elop e t Themes/Codes Contribution of the university to professional development The reasons why the university does not contribute to professional development Not organizing activities at the university Tea he s’ ot ei g i te ested i t ai i gs gi e at the u i e sit Suggestions for the university to make contribution to professional development Seminars should be interactive Seminars should provide support to solve problems experienced at schools The importance of the training given should be explained They should be organized according the needs of teachers It should be checked whether the trainings received by teachers are utilized Continuity of seminars should be ensured Problems experienced in professional development in terms of teacher-instructor cooperation Teachers find it unnecessary to make use of the experiences of instructors Instructors are not knowledgeable about the applications at school f 49 12 7 5 28 11 7 4 3 2 1 9 5 4 As can be seen in Table 4, some of the teachers stated that the university does not make any contributions to professional development. They showed the following reasons for this; activities directed to professional de elop e t a e ot o ga ized at the u i e sit f= a d tea he s’ la k of i te est i t ai i gs gi e the university (f=5). Some quotations related to these findings are given below. K21: I have not participated in but I cannot claim that they are not organizing such activities. K15: Have they been organized? Yes, they have. How effective are they? They are organized on paper, yet, when you want to express your opinions, others get bored because they want it to finish as soon as possible. Then you do not want to take part in. The teachers made some suggestions for universities to make contributions to professional development. They suggested that seminars should ne interactive (f=11), seminars should offer support for solving problems at school (f=7), importance of the trainings given should be explained (f=4), trainings should be organized on the asis of tea he s’ eeds f= , it should be checked whether teachers utilize these trainings in their classes (f=2) and continuity of seminars should be ensured (f=1). Some quotations related to these findings are given below. 2072 Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS Year: 8, Vol:8, Issue: 30 DECEMBER 2017 K13: When you gather 300 people in a hall and then give a seminar to them, then how useful can it be? The information you can get in such an environment is very limited. You do not have the slightest chance to ask any question. It should be in smaller groups, so that there can be some interaction. K1: If universities provide information, increase their activities on problems at schools and in real life and then present their findings to us, it will be more useful. K25: The school administration should explain why it is important to increase our participation. K11: Real experts should give these trainings, qualified people on their subject. There should be applications. Some real contributions should be made to the teacher. They should be evaluated, feedbacks should be collected and they should be revised. The teacher stated that some problems are experienced in professional development in terms of establishing cooperation between the teacher and the instructor. Teachers think that it is unnecessary to utilize the experiences of instructors (f=5) and instructors are not knowledgeable about the applications at school (f=4). A quotation related to these findings is given below. K6: When the school opened, a seminar was given for first grade teachers at a university. Many teachers did not go, some went but left after signing. Table 5. Tea he s’ Opi io s About Teacher-Teacher Relationship in Their Professional Development Themes/Codes Teacher-teacher relationship in professional development Problems in teacher-teacher relationship Tea he s’ elu ta e fo i fo atio sha i g Jealousy Competition and information concealing between teachers Fear of not being preferred Tea he s’ la k of i te est i i fo atio sha i g Low motivation for information sharing Tea hers’ ays of lear i g fro their olleagues B a h tea he s’ eeti gs Whatsapp groups Home meetings Sha i g i the tea he s’ oo Suggestions for developing teacher-teacher relationship Teachers should share their good practices Methods used should be shared Tea he s should e e a led to d a o ea h othe ’s e pe ie es B a h tea he s’ eeti gs should e held Good practices in teaching should be shared Techniques to draw the attention of students should be taught f 120 18 5 4 3 3 2 1 35 15 12 5 3 67 17 14 12 11 9 4 When Table 5 is examined, it is seen that there are some problems experienced in relationships between teachers affecting their professional development. It was stated that teachers keep away from sharing their knowledge about subjects they are good at (f=5), they are jealous of each other (f=4), they tend to conceal knowledge from each other due to competition (f=3), they have the fear of not being preferred (f=3), they are not interested in information sharing (f=1) and their motivation for information sharing is low. Some quotations related to these findings are given below. K : People thi k that I did a d it 2073 as good . This is ot so i our s hool ut i popular s hools, Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS Year: 8, Vol:8, Issue: 30 DECEMBER 2017 you can easily see this; there, teachers may think that if they explain what they do in their classes, other teachers can become better than them as if there was a competition; good teachers, bad teachers. K19: In my opinion, some teachers may not disclose their ways of instruction to be preferred. The tea he s stated that the sha e p ofessio al k o ledge i g oups f= , ho e eeti gs f= a d tea he s’ oo a h tea he s’ eeti gs f= , hatsapp f= . So e uotatio s elated to these fi di gs a e given below. K : If there are ra h tea hers’ eeti gs, the tea hers a share their k o ledge a d experiences there but here I am alone so I cannot make any sharing. K4: I am a science teacher. We have a whatsapp group. In this group, we seek solutions to our problems which we cannot solve on our own. K3: When more than one branch teacher are in a room, they automatically start to talk about their instruction rather than their daily life experiences. Even in breaks, we share information about our problems and what we can do. When there are teachers from more than one branch in the tea hers’ roo , the topi s of o ersatio e o e ore ge eral. Therefore, for ea h ra h, a special room can be allocated. This can be very useful at least in terms of planning. It was determined that teachers do not share information in formal meetings but as in the professional development schools, they share information in informal gatherings. Therefore, it is understood that some teachers want to share with their colleagues. In this connection, the teachers made some suggestions to develop their interactions with other teachers. They stated that teachers should share their good practices (f=17), methods that make difference in teaching (f=14), environments should be created for teachers to make use of othe tea he s’ e pe ie es f= , a h tea he s’ eeti gs should e o ga ized f= a d good p a ti es i tea hi g i the lass a d st ategies that d a stude ts’ atte tio . So e uotatio s elated to these findings are given below. K2: I need to explain my good practices to others, other teachers should do the same thing. I believe that they will be really useful for teachers. K22: Creation of learning environments, conducting brain-stor i g, e eryo e’s telli g positi e or negative opinions about an issue... at the end if it is generally accepted, it can be adopted or discarded. K : I the lassroo , hile deli eri g our lesso s, e try to attra t stude ts’ atte tio , help them to listen to us or have access to information. RESULT AND CONCLUSIONS In the 21st century, teachers are expected to adapt new technology, teaching and learning methods, and information into their teaching practices at classrooms. This expectation requires teachers to consistently develop their skills and knowledge in order for them to increase the effectiveness of their teaching at classrooms. To achieve this, teachers should be provided professional development opportunities at preservice teacher education programs and during their service at schools. In this study, we aimed to explore Turkish in-se i e tea he s’ ideas a out PDSs, hi h is a p ofessio al de elop e t p og a that elies o the collaboration between university and schools in the US. To address the study purposes, a convergent mixed methods research design was utilized. 2074 Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS Year: 8, Vol:8, Issue: 30 DECEMBER 2017 The results of this study are important for teacher education in Turkey for two reasons. First, exploring inse i e tea he s’ ie s o PDSs ould help poli ake s a d tea he edu ato s ho ould like to adapt PDSs in the US into Turkey. Lastly, this would help researchers and policy makers who will organize professional development opportunities for Turkish in-service teachers by revealing things what in-service teachers would like to see in professional development activities. Results of quantitative analysis showed that the mean score of Turkish in-se i e tea he s’ ie s o PDSs as between medium and high (M= 2.61, SD= 0.41). This result indicates that Turkish in-service teachers believed that PDSs would be beneficial to them if PDSs were implemented in Turkey. Among five items, the item two had the highest ea s o e he eas the ite fou had the lo est ea s o e. The ite t o asks pa ti ipa ts’ views on the responsibility and the quality assurance that PDS may provide for the participants. A high score on the item two indicated that Turkish in-service teachers believed that responsibility and the quality assurance is the most important thing that a professional development organization would have. Results of qualitative analysis supports the findings of quantitative analysis. Accordingly, Turkish in-service teachers believed that there was a lack of collaboration between universities and schools. Teachers stated that they would like to get benefit from teacher educators and researchers on new teaching methods and techniques, models and instructions. To increase the effectiveness of professional development programs in Turkey, they offered that the collaborations between university and schools should become effective. Kaya, Cepni and Kucuk (2004) reported that in-se i e ph si s tea he s epo ted that tea he s’ eeds a d di e sit were not taken into consideration in the organization and planning process of professional development activities in Turkey. Consistent with this, the results of this study indicate that teachers believe that professional development programs in Turkey were not based on what their needs were and what they would like to learn. Ö e , Me toğlu, Saka a d Gü dal epo ted that the i ade ua of the teachers' professional knowledge still existed teachers participated even though they participated in-service training studies. In this study, teachers reported that in professional development programs they were given passive role and seminars, which they were set to just listen to the speakers, were the majority of professional development programs. This may lead to decrease the effectiveness of professional development programs. For a more effective professional development programs in Turkey, the results of this study suggest that teachers should be more engaged in professional development activities and take more active roles in the p og a s. The su ess of p ofessio al de elop e t p og a s is g eatl i flue ed pa ti ipa ts’ attitudes towards professional development. Bumen et al. (2012) argued that in-service teachers in Turkey appeared to have a low level of attitudes towards professional development programs as they viewed such programs as compulsory. The underlying reason for such a view can be the fact that in most professional development programs teachers were asked to be passive listeners. That can led teachers to feel professional development programs to compulsory. The results of this study suggest that if teachers are given more active roles in 2075 Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS Year: 8, Vol:8, Issue: 30 DECEMBER 2017 professional development programs, pleasure that they get from professional development activities will increase and they would start participating professional development programs voluntarily. Ozoglu (2010) argued that in-service teachers in Turkey appeared to feel that they did not need professional development programs. The reason for that feeling might be that professional development programs in Turkey did not address teacher needs. Results of this study suggest that teachers believe for a more effective professional development programs, their needs should be considered. That can be done by regularly asking to teachers what kinds of professional development programs they would need and they would be allowed to participate programs they want. Another problem about the effectiveness of professional development programs in Turkey is that some in-service teachers regularly participated in professional development programs whereas others attended in few or less than few professional development programs. To promote teachers who have participated in few professional development programs, they should be regularly and compulsorily asked what kind of programs they want. Furthermore, for an effective professional development program, the findings of this study suggest that teachers should provide opportunities that they can share good educational practices among them. In the lights of the findings of this study, it is suggested that a pilot implementation of PDSS can be done in Turkey. 2076 Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS DECEMBER 2017 Year: 8, Vol:8, Issue: 30 GENİŞ ÖZET Giriş Öğ e ile i aşa ılı ola ülkele i eğiti e Mou shed, eğiti siste le i i o tak özelliği öğ et e le i i . Öğ et e le i iteliği ise, çağı ge ekle i e u gu ola ak hiz et ö esi e hiz etiçi al ala ı a ağlıdı . Bu u içi öğ et e le i ışığı da öğ et e etişti öğ et e le i ke dile i i e p og a la ı ı esleki ola ak değe le di il ele i, u değe le di e ile esi ge eki öğ et e le i ilgi e Rose holtz, . Bu u esleki ola ak e ile ele i içi hiz etiçi eğiti le düze le p og a la ı a pa alel i şekilde ü ütül elidi E işe , Tü ki e’de hiz etiçi eğiti itelikli ol asıdı Ba e etki likle i Milli Eğiti e e ile i i gelişti u u la ı ı e üst gö e le e hazı la a ı da eli e u la eğiti . Baka lığı a MEB ağlı okul e ku u la da gö e ek, e i lilikle i i a tı ak, ala ı ı sağla ak a a ı la MEB’i teşkilatı i i le i i gö üşle i alı a ak pla la a ele apa ili sel e tek olojik geliş ele e e kez teşkilatı i i le i ile taş a e ge çekleşti ile u gula ala içi i de ü ütül ektedi (MEB, 1994). Tü ki e’de hiz etiçi eğiti e ilişki aşa dığı eli le apıla a aştı işti . Bu so u la ı verilmemesi, u gula a ala da, hiz etiçi eğiti te eli de, öğ et e le i e fiziki koşulla ı ol a ası göste il ektedi Mu at e Ak e e, p og a la ı da e el e faali etle i i ; Sı ak e Pa hiz etiçi eğiti le i , öğ et e le i e eğiti aksız; Öze , ölgesel fa klılıkla ı ekle e düze de işle sel ol adığı eli til işti A doğa , dikkate alı ede le hiz etiçi eğiti le i ça a ha a ; Du ası ge eki ke Okulla ı ı .A ı a uş, etki likle i i . İşle sel ol a a diğe çalış ala ı a e se i e le e ettiği eli le sü e i i etkili ola il esi içi i şekilde u a la dü adaki aşa ılı hiz etiçi u gula ala da Mesleki Gelişi uz a ı adığı, öğ et enlerin bu a da işti . A aştı MGO i isi ola ası ı a so uçla ı göz ü ütüldüğü ü sö le ek oldukça i a da dü ada u gula a çalış ala ı ı gözde geçi ile ek, u çalış ala ı Tü ki e’ i sos o-kültü el apısı a u gu ge eksi i le i i ka şıla a ile ek ala esleki gelişi i e katkı sağla ası ola aklı değildi . Ö e , Me toğlu, Saka ö ü e alı dığı da, Tü ki e’de etkili e e i li i hiz etiçi eğiti gide il esi e ilişki ile i e hiz etiçi eğiti ; Uça , esleki ilgile i deki ete sizlikle i de a ektedi . Bu e sü e i i ; Sefe oğlu aptığı çalış ada da öğ et e le e e ile hiz etiçi eğiti ka şı , öğ et e le i zo gö ü ü ütül esi ete i e a a la a adığı Ka a, Çep i e Küçük, e Gü dal’ı u gula ala a ağı lık ete sizliği, eğiti le içi ihti aç a alizi e i i i pla la a apıl a ası, kala alık g upla la hiz etiçi eğiti p og a la da ge eksi i i ola ö te le i öğ et e le i katılı ı a ola ak sağla a ası, değe le di ete siz ol ası, za a la a ı hiz etiçi eğiti u gula ala ı da i çok so u u a ola so u la ı hiz etiçi eğiti e öğ et e le i a a lı ola ağı düşü ül ektedi . Bu ağla da e A e ika Bi leşik De letle i’ de ABD u gula a Tü ki e’deki hiz etiçi eğiti çalış ala ı a katkı sağla a ile eği düşü ül ektedi . 2077 Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS MGO öğ eti e öğ e i öğ et e le i ke di tutu la ı üze i e düşü profes o el gelişi sü e i i iteliği i a tı a ak öğ et e le i ke di ilgi e e e ile i i gelişti dikle i e ele i i sağla a etki likle i i de kapsa aktadı sü eçle i i asıl ola ak katıldıkla ı tü ısı ola ak eğiti sü e i i pla la ası da u sü eçte sı ıf içi ö ek u gula ala ı, kulla dıkla ı ate alle i, değe le di daha etkili ola ak etki . MGO’da öğ et e le hiz etiçi eğiti i katılı u gula ası a kada etki gö e al aktadı la . Öğ et e le ö te le i, gelişti dikle i öğ et e le i Bola , faali etle i de i di le i i ol akta çok sü e i etki etkili DECEMBER 2017 Year: 8, Vol:8, Issue: 30 e sü eçle i i pa laşa ak öğ e içi le di e ile ekle i ko usu da ta tış ala e- öğ et e ap a ola ağı a ka uş aktadı la . ABD’deki ü i e sitele de ise öğ et e ada la ı e öğ et e le i gelişi i e ö elik ola ak p ofes o el gelişi ölü ü ulu al akta okulla la akta u ölü deki öğ eti ela a la ı MGO u gula ala ı da aktif gö e e öğ et e le le iş i liği hali de çalış aktadı la . Bu a ası da güçlü ağla oluştu ula il ektedi . A ı a ü i e sitele ö ü le okulla u sü eçte etki e ü i e sitele ol ala ak okul üdü le i, öğ et e le le i likte ihti aç doğ ultusu da pla lı e p og a lı eğiti le ha ata geçi e il ektedi le . MGO odeli i Tü ki e’ e u a la gelişi i e ö elik so u la ı apıl ada ası hali de Tü ki e’deki öğ et e etişti e e e öğ et e le i çözü ü e ö e li katkıla sağla a ile eği düşü ül ektedi . A ak u a la a ö e MGO u gula ası a ilişki öğ et e le i gö üşle i i alı ol ası a olu lu katkı sağla a ağı düşü ül ektedi . Bu ö ü le öğ et e le i e iş MGO’ a ilişki gö üşle i i esleki gelişi esleki eli le ası ı , u a la eli le esi a açla aşa ılı i çok ülkede aşa ılı so uçla esi oldukça ö e lidi . Bu ağla da a aştı okulla ı a ö elik gö üşle i i a ı ada öğ et e le i ıştı . Yö te Bu a aştı ada ka a ö te dese le i de Creswell, Plano-Clark, Gut a e Ha so , sü e i de eş za a lı ola ak u gula ı e ile a ı a ı çözü le i . So uçla o e ge t desig seçil esi i ete i e açıkla ı ı ada ölçek ile e i topla ı ke A aştı ada A aştı a ı oluştu eli t işti . A aştı öğ et e oluştu a ı , a ı ; elli i i leşti ile ek o u la ı C es ell e Pla o-Cla k, . Bu a aştı ada ilgi elde et e e ola ak ta ı a a ağı düşü esidi . Bu nedenle a ı apıla dı ıl ış gö üş e fo e itel ulgula u ile üz üze gö üş e apıl ıştı . so uç kıs ı da i likte o u la ıştı . Bö le e okulla ı a ö elik daha de i le esi e ilgi elde edil işti . e kezi deki ilkokul e o taokulda gö e a a katıl a a gö üllü ola uştu . F ae kel, Walle du u la da, çalış a içi 2078 i el esleki gelişi e a aştı C es ell, . Bu dese de, i el e itel o utla a aştı i el o utu u çalış a g u u u Muğla il ola , ulaşıla ile kulla ıl ıştı ede i, sade e i el a da itel e i topla a a açla ı da elde edile so uçla ı a aştı öğ et e le de desig e o utla a eşit ağı lık e ili . Ni el e itel o utla da elde edile e de i le esi e elde edile akı sak dese u gu e Hu okulda e kek, kadı kadı ö ekle i tesadüfi a da siste atik ola ak seçile ediği ola , ulaşıla ile , hazı i sa itel o utu u çalış a g u u u uştu . Bu öğ et e le de öğ et e apa u gu ’ü kadı g upla ı da ö ekle i seçile ile eği i kişi a ası da gö üş e ap a a gö üllü ola ’si e kekti . Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS A aştı a ı i el o utu u e ile i, Yıldı ı , Çeti ka a e Ateş Okulla ı Ölçeği ile topla ı ke , apıla dı ıl ış gö üş e fo apıla a alizle , fo itel o utu u u ile topla u Co değe le i ise, . u hazı la ile . hiz et edip et ediği i A aştı a ı çözü le eli le i el o utu da elde edile e ile işti . Ni el o utu da elde edile ak a a ı la i kaç kez oku gü e i liği içi a ı esleki gelişi çeşitle e, uz a ta afı da olduğu u göste ile . aı e ile üze i de işti . A ı za a da a ı apıla dı ıl ış gö üş e okulal ı a ö elik gö üşle i i eli le e a a ı a ıştı . eti sel a alizle f eka s, üzde, o allik kulla ıla ak e ile tü de geli sel içe ik a alizi aklaşı ı a gö e a aliz u a ala dı ıl ış e i eti le i düze le uş e iki dö güde kodla ıştı . A aştı i ele esi, doğ uda kodlama gi i st atejile kulla ıl ıştı Li ol oluştu ul uş a ası da değiş işti . Madde ük itel o utu içi esi içi üç uz a da gö üş alı edil işti . İçe ik a alizi içi , ö ede kaza . test ko elas o u . u öğ et e le i a ıla Okulla ı Ölçeği ile topla a a h’s Alpha gü e i lik katsa ısı ı a ası da e al ıştı . A aştı ıştı . Bu fo ta afı da gelişti ile Mesleki Gelişi e ile i a aştı ıştı . Mesleki Gelişi formdaki her bir maddenin madde-topla fo DECEMBER 2017 Year: 8, Vol:8, Issue: 30 iş e ile , ge el i a ı akış açısı itel o utu u geçe liği e alı tı ap a, a ı tılı açıkla a e e ile i e Gu a, i likte . Bulgular A aştı a ıo i el kıs ı da öğ et e le i tü addele ağla ı da e ge el topla da MGO u gula ala ı a ilişki olu lu gö üş ildi dikle i a laşıl aktadı . Nitel kıs ı da öğ et e le mesleki gelişi de okul e ü i e sitede iş i liği de so u la aşa dığı ı a da a ola iş i liği i Bu u ede i ola ak MEB e ü i e site ilişkile i i kopuk ol ası ı göste ilgile i i gü elle ö te esi e ge eksi i du dukla ı ı, i e e tek ikle i e daha etkili de s a lat a ı ete siz olduğu u eli t işle di . ektedi le . Öğ et e le esleki ola ak e i olla ı ı öğ e odel e aklaşı la ı, yeni ek istedikle i i ifade et işle di . Okul ve ü i e site iş liği i kapsa ı ı u ko ula da ol ası ge etiği i eli t işle di . Öğ et e le , okul sağla e ü i e site iş i liği i ü i e sitele i düze le iş i liği e esi, öğ et e le i ap ası e ile içi esleki gelişi e azı ö e ile de p o le le i çöz e e öğ et e lile i uygula 2079 ulu ö elik etki likle i i ası, uşla dı . Bu kapsa da, MEB hiz etiçi eğiti le i ö te i i kala alık kulla ıl a ası, eğiti le ele i sağla apıl a ası ı ası ge ektiği i eli ö elik destek sağla ası, gö e düze le e ile i esi, e öğ eti e ola ak ko usu da işle di . ede i ola ak e diği eğiti le e esleki gelişi e katkı sağla ası etkileşi li ol ası, seminerlerin okuldaki eğiti le i ö e i i öğ et e le i esi e se i e le i de a lılığı ı sağla esleki gelişi de öğ et e e ü i e site i işle di . Öğ et e le , ü i e site i uşla dı . Öğ et e le se i e le i ge eksi i le i e ulu esleki gelişi de esleki gelişi e katkı sağla adığı ı eli t işle di . Bu u a ası ı göste adığı ı de etle öğ et e le p otokol i zala oti as o la ı a ttı ıla ak eğiti e ilgi göste öğ et e le i ilgi du içi ö e ile de de eğiti le de sade e a latı Öğ et e le in i kıs ı ü i e site i ü i e sitede ası içi e ala aldığı açıkla ası, eğitimlerin eğiti le i u gula ıp ası ge ektiği i eli t işle di . A ı a ele a ı iş i liği ap ası da azı so u la aşa dığı ı Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS DECEMBER 2017 Year: 8, Vol:8, Issue: 30 eli t işle di . Öğ et e le i öğ eti ele a ı ı de e i i de a a la a a ge ek gö ediği i e öğ eti ele a la ı ı okuldaki u gula ala da ha e da ol adığı ı ifade et işle di . A aştı ada, esleki gelişi de öğ et e le i Öğ et e le i ke di a ala ı daki ilişkile de so u la olduğu gö ül üştü . esleki ola ak i i oldukla ı ko ula da pa laşı ap akta uzak du dukla ı, bu konuda kıska çlık göste dikle i, ke di a ala ı daki eka ette dola ı ilgiyi sakla a eğiti de oldukla ı, tercih edilmeme korkusu aşadıkla ı, ilgi pa laşı ı a ilgi göste eli le işti . Öğ et e le i edikle i e ilgi pa laşı ı ko usu da esleki ko ula da ilgili, zü e topla tıla ı da, topla tıla ı da e öğ et e le odası daki gö üş ele i de et işle di . Öğ et e le i esleki gelişi oti as o la ı ı düşük olduğu hatsapp g upla ı da, e esleki ola ak pa laşı la da ulu dukla ı ı ifade okulla ı da olduğu gi i es i topla tıla la esleki ola ak pa laşı la ı ı ap adıkla ı a a ga i es i ola ak ke di a ala ı da pa laşı la da ulu dukla ı eli le Bu ada ha eketle azı öğ et e le i a laşıl aktadı . Bu ulu esleki ola ak eslektaşla ı ile pa laşı da ağla da öğ et e le ke di a ala ı daki ilişkile i i gelişti uşla dı . Öğ et e le , pa laşıl ası ge ektiği esleki ola ak i i u gula ala ı , kulla ıla eli til işti . Öğ et e le o ta la ı oluştu ul ası ge ektiği i, ala zü i i le i i ele i i topla ço uğu dikkati i topla a tek ikle i i pa laşıl ası ı ö e azı ö e ile de a ata a a la işti . ak istedikle i ek içi e fa k de e i i de ulu ilgi ö te le i ala ı ı sağla a ak ası ı, de s işle işi deki i i u gula ala ı e işle di . So uç e Tartış a . üz ılda, öğ et e le i , e i tek olojile i, öğ et e e öğ e beklenmektedir. Bu beklenti i ka şıla ağlıdı . Bu u aşa ala ı içi sü eçte mesleki olarak gelişi ası, öğ et e le i öğ et e le e, öğ et e fı satla ı sağla e ö te le i i öğ eti esleki bilgi ve e e ile i i sü ekli gelişti etişti e p og a la ı da e ata dıkta alıdı . Mesleki gelişi fı satı ı sağla ülkele de u gula a ak aşa ılı so uçla elde edil iş p og a la ı i ele u a la ası a a lı ola ili . Bu ağla da, a aştı iş i liği e da a a u gula mesleki gelişi ası a ilişki gö üşle i alı ele i e so aki ası da daha ö e fa klı esi e Tüki e’ e u gu ola la ı ada ABD'de uygulanan ve ü i e site ile okullar a ası daki okulla ı i ele e ek öğ et e le i ıştı . A aştı sü e i e u a la ası u u gula a ı Tü ki e’de a ı so uçla ı ı , Tü ki e'de öğ et e eğiti ine iki ö e li katkı ı ol ası beklenmektedir. İlk ola ak u çalış a, öğ et e le i MGO’la a ilişki gö üşle i i a aştı ıl ası ile MGO’ u Tü ki e' e u a la ak iste e politika apı ıla a e öğ et e eğiti olarak, öğ et e le i esleki gelişi le i e ö elik ge eksi i le i i Bu çalış ada, Tü ki e’deki öğ et e le i Öğ et e le i esleki gelişi MGO’la ı eli le Tü ki e’de u gula ile ine a dı ı ola aktı . İki i esi i sağla a aktı . ası a ilişki gö üşle i alı okul u gula ala ı a ö elik olu lu gö üş ildi dikle i, MGO’ u u a la ıştı . ası du u u da öğ et e le i gelişi le i e a a lı ola ağı a i a dıkla ı a laşıl aktadı . Nitel a aliz so uçla ı da i el a aliz so uçla ı destekle ektedi . Öğ et e le , üniversite-okul, öğ et e le ile öğ eti öğ et e le i ke di a ala ı daki iş i liği i Tü ki e’ e u a la 2080 e pa laşı la ı ı ete siz olduğu u ele a la ı e eli t işle di . MGO’ u ası du u u da u so u la ı gide ile ile eği düşü ül ektedi . Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS A aştı DECEMBER 2017 Year: 8, Vol:8, Issue: 30 a ı kapsa ı ilkokul e o taokul öğ et e le i de oluş aktadı . Yapıla ak e i a aştı öğ et e le i i e öğ et e lik u gula ası kapsa ı da gö e ala okulla ı ile ilgili gö üşle i alı a ak değe le di esleki gelişi e apıla ili . Bu a aştı öğ eti okulla ı aı Tü ki e’ e u a la ele a la ı ı ala da lise esleki gelişi ası a ilişki daha kapsa ı ı i ala ı so uçla ı a ağlı ola ak mesleki gelişi okulla ı u gula ası ı Tü ki e’de pilot u gula ası apıla ili . Başa ılı ol ası du u u da a gı laştı ıla ili . REFERENCES Akde i , A. S. . Tü ki e’de öğ et e etişti e p og a la ı ta ihçesi e so u la ı. Turkish Studies- International Periodical for the Languages, Literature and History of Turkish or Turkic. 8, 12, 15-28. A doğa , İ. . MEB İlköğreti Okulları Yö eti i e Öğret e leri i Perso el Geliştir eye İlişki Görüşleri Kayseri İli Ör eği . Ya ı la a ış Yüksek Lisa s Tezi. A ka a Ü i e sitesi, Eğiti Bili le i E stitüsü, Ankara. Barber, M. & Mourshed, M. (2007). How the world's best-performing school systems come out on top. London: McKinsey and Company. Bolam, R. (1993). Recent developments and emerging issues in the continuing professional development of teachers. London: GTC. Bu e , N. T., Ateş, A., Çaka , E., U al, G., a d A a a, V. . Tea he s’ p ofessio al de elop e t i Tu kish context: issues and suggestions. Milli Eğiti , 9 , 31-50. Burrus, J. T. (2011). Getting to the PDS Core, Cultivating the Fruit of a School University Partnership: Collaboration, Professionalism, and Instructional Practice (Doctoral dissertation). Cosenza, M. N. (2010). The impact of professional development schools on teacher leadership (Doctoral dissertation, California Lutheran University). Du uş, E. . “ı ıf öğret e leri e yö elik düze le e hiz et içi eğiti görüşleri A kara İli Ör eği . Ya ı la etki likleri e ilişki öğret e a ış Yüksek Lisa s Tezi. Gazi Ü i e sitesi Eğiti Bili le i E stitüsü, A ka a. Early, P. & Bubb, S. (2004). Leading and managing continuing profesyonel development. develeoping people, developing school. London: Paul Chapman Publishing A SAGE publications. E işe , Y. . Öğ et e le e ö elik hiz et içi eğiti sü e i. Milli Eğiti p og a la ı gelişti ede eğiti ihti a ı eli leme Dergisi, (140), 39-43. Gissy, C. L. (2010). Elementary Teachers' Attitudes about Professional Development: Professional Development Schools versus Non-Professional Development Schools. West Virginia University. Ka a, A., Çep i, S. e Küçük, M., . Fizik öğ et e le i içi ü i e site destekli i hiz et içi eğiti odel ö e isi. The Turkish Online Journal of Educational Technology, 3(1), 112-119. Lincoln, Y. S. and Guba, G. (1985). Naturalistic inquiry. California: Sage Publication. MEB. (2015). Öğret e Yetiştir e Ge el üdürlüğü. http://oyegm.meb.gov.tr/. Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded source book. Thousand Oaks: 2081 Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082). IJOESS Year: 8, Vol:8, Issue: 30 DECEMBER 2017 Sage Publications. Ozoglu, M. . Hiz etiçi Eğiti de So u la e Çözü Ö e ile i, Milli Eğiti Baka lığı’ da Hiz etiçi Eğiti i Ye ide Yapıla dı ıl ası Pa el e Çalışta ı, A ka a. Ö e , F., Me toğlu, H., Saka & M., Gü dal, A. . Hiz etiçi eğiti i öğ et e le i öğ eti ilgile i e etkisi: Öp ep ö eği, Ahi E ra Ü i ersitesi, Eğiti tek ikle i e ilişki ö te e Fakültesi Dergisi, 3(10), 9-26. Öze , R. . İlköğ eti okulu öğ et e le i i hiz etiçi eğiti Düz e ili ö eği . A a t İzzet Baysal Ü i ersitesi Eğiti p og a la ı ı etkile i e ilişki gö üşle i Fakültesi Dergisi. (2), 141–160. Patterson, T.L. (2004). Teacher efficacy in PDS and non PDS settings. (Doctoral dissertation, Baylor University, Waco, Texas). . İlkokullarda hiz et içi eğiti Pepele , E., Mu at, A. & Ak e çe, E. yararlılığı Elazığ ili Ör eği . Eğiti e Öğreti se i erleri i öğret enlere Araştır aları Dergisi Jour al of Resear h i Edu atio and Teaching, 5(2), 168-176. Rosenholtz, S. J. (1985). Effective schools: Interpreting the evidence. American journal of Education, 93(3), 352388. Sefe oğlu, S. S. . Ele e ta Ü i ersitesi Eğiti s hool tea he ’s pe eptio s of p ofessio al de elop e t. Hacettepe Fakültesi Dergisi, (20), 117-125. Teitel, L. (1997). Professional development Schools and Transformation of Teacher Leadership. Teacher Education Quarterly. Uça , R. . İlköğ eti okulla ı da gö e apa ö eti i e öğ et e le i e hiz et içi eğiti u gula ala ı a ilişki gö üşle i Va İli Ö eği . Yüksek Lisa s Tezi. Yüzü ü Yıl Ü i e sitesi. Sos al Bili le E stitüsü, Van. Wo, B. W. L. (2005). Teachers' perceptions of their professional experiences within a professional development school (PDS) partnership and their attitudes and ideas about the effectiveness of a partnership (Doctoral dissertation, Teachers College, Columbia University). Wrong, P. L. & Glass, R. D. (2009). Prioritizing urban children, teachers, and schools through professioonal development Schools. NewYork: State University of Newyork Press. Yıldı ı , K., Çeti ka a, F.Ç. & Ateş, S. . A good p a tice in improving teacher quality: Professional development schools. Paper presented at the meeting of PAEDEIA, Ankara. 2082 Ulu ey, Ö., Yıldırı , K., Alpasla , M. M. ve Aykaç, N. (2017). Tea hers’ Opi io s A out Professional Development Schools, International Journal Of Eurasia Social Sciences, Vol: 8, Issue: 30, pp. (20642082).