Open AccessTeacher’s professional development in Turkey: Distance education perspective
Author(s) -
Muhammet Berigel
Publication year - 2017
Publication title -
new trends and issues proceedings on humanities and social sciences
Language(s) - English
Resource type - Journals
ISSN - 2547-8818
DOI - 10.18844/prosoc.v4i3.2511
Subject(s) - graduation (instrument) , professional development , government (linguistics) , continuing professional development , perspective (graphical) , continuing education , teacher education , work (physics) , pedagogy , quality (philosophy) , distance education , informal education , medical education , political science , sociology , higher education , medicine , engineering , mechanical engineering , linguistics , philosophy , epistemology , artificial intelligence , computer science , law
Teacher education and development is an important policy that is regarded by all governments. In Turkey education system 993.794 teacher actively work. Continuing professional development of teachers after graduation is a big, exhausting and hard process in Turkey. To continue educational activities with initial teacher training is an inadequate basis for obtaining good and quality teachers and education systems. Development at Education systems, needs, government policies, demands and technological changes force teachers to engage in updating themselves and developing their profession. Continuing professional development activities are held on at two perspectives: Formal experiences and informal experiences. At this study Distance education opportunities and implications were shown as a solution for continuing professional development. Distance education is used both formal and informal experiences of teachers’ continuing professional development in Turkey.
Accelerating Research
Robert Robinson Avenue,
Oxford Science Park, Oxford
OX4 4GP, United Kingdom
Address
John Eccles HouseRobert Robinson Avenue,
Oxford Science Park, Oxford
OX4 4GP, United Kingdom