This study examined Teacher Professional Learning (TPL) practices and obstacles identified by 17 elementary school teachers in Turkey, a country with a centralized education system. The study employed a qualitative method to gather specific reflections from individuals. Research findings revealed that a variety of professional learning activities take place in schools through sharing teaching practices, offering and/or seeking collegial assistance, experimenting with alternative teaching methods, and using the internet effectively. Findings also indicated that several constraints hinder TPL at Turkish schools. First, teachers lack sufficient time at school to collaborate and share regularly. Since teachers see classrooms as private spaces, they do not observe their colleagues’ lessons. Second, school-based teacher professional development programs are inadequate and ineffective. Third, bureaucracy causes unnecessary waste of time. Fourth, lack of equipment in some schools makes it difficult for teachers to try new teaching techniques. Finally, meetings for cooperation between schools in the same region are unproductive.
Recommended CitationCansoy, Ramazan and Turkoglu, Muhammet Emin. (2022). Practices and constraints of teacher professional learning in a centralized education system. i.e.: inquiry in education: Vol. 14: Iss. 2, Article 7.
Retrieved from: https://digitalcommons.nl.edu/ie/vol14/iss2/7