Cypriot Journal of Educational Sciences

Yazarlar: Muhammet Oztabak, Cem Ozisik, Ozge Hacifazlioglu

Konular:-

Anahtar Kelimeler:Professional development,Teacher education,Social responsibility,School administrators,Communities of practice.

Özet: There is scarcity of empirical evidence focusing on teachers working in disadvantaged regions. Research has shown that being a teacher in a disadvantaged region brings psychological and social problems along with the educational ones. This article is based on a project supported by Turkish Scientific and Technological Research Council of Turkey (TUBITAK) as a part of science and nature schools project. This project aims to build a bridge between two different cultures, which will ensure an environment of cooperation and experience sharing among students and teachers. This study reveals the reflections of 13 teachers from Hakkari, who participated in the project and took professional development training as well as attending the science and culture oriented activities provided for their students. Face-to-face interviews and focus group discussions were used to collect the experiences of teachers. Two main themes emerged as a result of the content analysis: “interdisciplinary practice experiences” and “reflections related to the process of professional development”.  

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