Teachers of action: when teachers take care of their own professional development

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dc.authoridTekin, Ammar/0000-0002-3194-4739en_US
dc.authorscopusid58859251800en_US
dc.authorwosidtekin, ammar/KFA-8454-2024en_US
dc.contributor.authorTekin, Ammar
dc.date.accessioned2024-08-23T16:04:22Z
dc.date.available2024-08-23T16:04:22Z
dc.date.issued2024en_US
dc.departmentDüzce Üniversitesien_US
dc.description.abstractThis narrative inquiry explores the identities of five teachers from Turkey who engage in volunteering and activism besides their everyday teaching. In a teaching environment where the continuing professional development of teachers is neglected and teachers' autonomy is limited, alongside several structural issues, some of which are a century old, it would be quite normal for teachers to feel restricted. In Turkey, performance pressures due to the nationwide, high-stakes tests limit the participant teachers' autonomy, while the educational bodies do not provide opportunities for them to become active agents of transformative change. Nevertheless, the participants in this study manifest with their narratives that they take action against the odds that would normally hinder taking action or as a coping mechanism against adversaries in the workplace. Their unique engagements are performed in various forms, taken up early in their lives or later in their careers, and not limited to educational activities or the sphere of the school. Hence, they become examples of informal continuing professional development, which are more likely to create transformative learning opportunities, bringing authentic and long-lasting benefits.en_US
dc.description.sponsorshipMilli Egbreve;itim Bakanligbreve;i; Turkish governmenten_US
dc.description.sponsorshipThis study is derived from my PhD thesis. I would like to thank the Turkish government for the grant I had received to complete my doctoral study and my supervisors for their guidance. I cannot express how grateful I am to the editors and the reviewers of the journal, as well as Dr Philip Glover, for their comments on the earlier versions of the manuscript.en_US
dc.identifier.doi10.1080/19415257.2024.2306993
dc.identifier.issn1941-5257
dc.identifier.issn1941-5265
dc.identifier.scopus2-s2.0-85183875070en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1080/19415257.2024.2306993
dc.identifier.urihttps://hdl.handle.net/20.500.12684/14187
dc.identifier.wosWOS:001152011400001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorTekin, Ammaren_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofProfessional Development in Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectTeachers of actionen_US
dc.subjectteacher identityen_US
dc.subjectteachers' professional developmenten_US
dc.subjectTurkish teachers of Englishen_US
dc.subjectLanguage Teachersen_US
dc.subjectRural Teachersen_US
dc.subjectEducationen_US
dc.subjectChallengesen_US
dc.subjectPolicyen_US
dc.subjectIdentityen_US
dc.subjectJusticeen_US
dc.subjectNeeden_US
dc.subjectEraen_US
dc.titleTeachers of action: when teachers take care of their own professional developmenten_US
dc.typeArticleen_US

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