Araştırma Makalesi | Açık Erişim
Akdeniz Eğitim Araştırmaları Dergisi 2025, Clt. 19(53) 94-115
Investigating the Relationships Between Teachers’ Attitudes Towards Professional Development and Their Professional Learning Together with Their Reflective Thinking Tendencies
ss. 94 - 115
Yayın Tarihi: Eylül 30, 2025 | Görüntüleme Sayısı: 0/0 | İndirilme Sayısı: 0/0
Özet
In the present study, the relationships among teachers’ attitudes towards professional development, professional learning, and reflective thinking tendencies were investigated. In the study designed using a relational survey model, the Attitude Towards Professional Development Scale, the Teacher Professional Learning Scale, and the Reflective Thinking Tendency Scale were used as data collection tools. The data were obtained from a total of 132 teachers working in public schools located in the city center of Isparta Province. The relevant data were analyzed using the SPSS software. In the analyses, independent samples t-tests, one-way ANOVA, Mann–Whitney U tests, Kruskal–Wallis tests, and Pearson correlation analyses were conducted. The results indicated significant and positive relationships between teachers’ attitudes towards professional development, their professional learning, and their reflective thinking tendencies. Additionally, significant differences were found in teachers' professional learning levels based on the total number of students in the school (Collaboration sub-dimension) and their voluntary participation in professional development training (Collaboration and Reaching out to the Knowledge Base sub-dimensions). These differences favor teachers working in schools with higher student populations (500–1000 students) and those who voluntarily participate in professional development programs. Finally, significant differences were found in teachers' reflective thinking tendencies—specifically in the sub-dimensions of Continuous and Purposeful Thinking, Being an Investigator, and Career Perspective—based on the total number of students in their schools. These differences also favor teachers working in schools with higher student populations.
Anahtar kelimeler: Teacher Education, Professional Knowledge and Skills, Professional Learning, Reflective Thinking, Attitudes Toward Professional Development
APA 7th edition
Yildirim, E.A., & Altintas, I.N. (2025). Investigating the Relationships Between Teachers’ Attitudes Towards Professional Development and Their Professional Learning Together with Their Reflective Thinking Tendencies. Akdeniz Eğitim Araştırmaları Dergisi, 19(53), 94-115.
Harvard
Yildirim, E. and Altintas, I. (2025). Investigating the Relationships Between Teachers’ Attitudes Towards Professional Development and Their Professional Learning Together with Their Reflective Thinking Tendencies. Akdeniz Eğitim Araştırmaları Dergisi, 19(53), pp. 94-115.
Chicago 16th edition
Yildirim, Elif Alkar and Irem Namli Altintas (2025). "Investigating the Relationships Between Teachers’ Attitudes Towards Professional Development and Their Professional Learning Together with Their Reflective Thinking Tendencies". Akdeniz Eğitim Araştırmaları Dergisi 19 (53):94-115.
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