دوره 15، شماره 5 - ( 1403 )                   جلد 15 شماره 5 صفحات 119-85 | برگشت به فهرست نسخه ها


XML English Abstract Print


1- PhD Candidate, Department of English Language Education, Faculty of Education, Yeditepe University, Istanbul, Turkey ، busraunsalca@gmail.com
2- Professor, Department of English Language Education, Faculty of Education, Yeditepe University, Istanbul, Turkey
چکیده:   (1233 مشاهده)
Teachers’ engagement in continuing professional development activities plays an essential role in the design, implementation, and effectiveness of in-service teacher training (INSET) programs. Understanding multidimensional orientations of teacher engagement in continuing professional development (CPD) activities, albeit fluctuations and deceptive images, may provide implications for the rate and pace of their professional development. To address this issue, the present study aims to understand teachers’ engagement orientations, namely cognitive, behavioral, and affective; as well as the levels, i.e. authenticity or fakeness of their engagement. In doing so, this study further aims to analyze how the participants with different engagement orientations revealed signs of fake and/or genuine engagement. The data collected from the observations of a six-week-long CPD course and semi-structured interviews conducted after the completion of the course indicated that teachers with different engagement orientations demonstrated various ways of genuine and/or fake participation in the CPD course. Pedagogical implications highlight an assortment of courses of action to maximize authentic teacher engagement.
متن کامل [PDF 790 kb]   (286 دریافت)    
نوع مقاله: مقاله تحقیق | موضوع مقاله: تربیت معلّم
انتشار: 1403/4/10

بازنشر اطلاعات
Creative Commons License این مقاله تحت شرایط Creative Commons Attribution-NonCommercial 4.0 International License قابل بازنشر است.