Akademik Veri Yönetim Sistemi
Diğer, ss.1-3, 2023
In contrast to top-down professional development
practices mandated by institutions, outside experts,
and local educational authorities, teachers all over
the world who wish to enhance their competences as
professionals are now more willing to pursue their
professional development by engaging in different
modes of practitioner inquiry - action research, teacher
research, exploratory practice, and self-study (Hanks,
2019; Mercer et al., 2022; Rutten, 2021). Although the
terminology for practitioner inquiry differs across
different teaching contexts, it continues to be the key
focus of teacher professional development at both
pre-service and in-service levels as it enables teachers
to transform their practices and increase student
learning by intentionally creating reflective and
reflexive spaces for them to identify their professional
learning needs (Hanks, 2019; Uştuk
and Çomoğlu, 2021) and encouraging
teacher autonomy and agency (Dikilitaş
and Griffiths, 2017; Uştuk and Çomoğlu,
2019). Thus, the aim of this special issue
is to display the implementation of
some critical pedagogies of bottomup teacher professional development
as practitioner inquiry from a range
of international perspectives through
a holistic depiction of opportunities and
tensions in the practitioner inquiry process.