Challenges to Novelty: Changes in Barriers Facing Primary School Teachers*

Creative Commons License

Büyükşahin Y., Kıngır S.

Egitim ve Bilim, cilt.48, sa.215, ss.201-242, 2023 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 48 Sayı: 215
  • Basım Tarihi: 2023
  • Doi Numarası: 10.15390/eb.2023.11589
  • Dergi Adı: Egitim ve Bilim
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.201-242
  • Anahtar Kelimeler: Affective barriers, Communicative barriers, Inquiry-based science teaching, Primary school teaching, Professional development program
  • Hacettepe Üniversitesi Adresli: Evet

Özet

Professional development programs enable teachers to familiarize themselves with new teaching methods. However, practicing what one learns in the process depends on one's internalization. This study aims to present how teachers manage these processes of acceptance. A professional development model supporting teachers was created for this long-Term case study, which observed the teachers' development. A 3-day hands-on training program was organized for a group of volunteer teachers, three of whom were provided with on-The-job support for one academic year. During the on-The-job support process provided through scaffolding, internal barriers against new applications were identified. Changes in these barriers were classified into affective and communicative categories and presented holistically in this study.