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The study uses TALIS 2018 data covering 15,498 teachers across primary, secondary, and high school levels. Findings show higher participation in-service trainings linked to mandatory PD policies, while peer observation, coaching, and workplace visits are least common. Teachers report the greatest barriers as insufficient incentives and support, schedule incompatibility, and lack of suitable PD activities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evaluation-of-talis-2018-results-in-the-context-of-professional-development-turkey-sample/593112/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evaluation-of-talis-2018-results-in-the-context-of-professional-development-turkey-sample/593112.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What PD topics and participation patterns does the study analyze in Turkey?","Question",{"text":112,"@type":113},"The study analyzes participation in PD activities, teachers’ perceptions of PD needs, and perceived PD barriers, using TALIS 2018 data.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which PD activities show the highest and lowest participation levels?",{"text":117,"@type":113},"Teachers participate more in-service trainings under mandatory PD policies, while peer observation, coaching, and workplace/public-institution or school observation visits are among the least participated activities.",{"name":119,"@type":110,"acceptedAnswer":120},"What do teachers identify as the biggest barriers to PD?",{"text":121,"@type":113},"The biggest barriers are the lack of incentives and support to participate, incompatibility with the work schedule, and insufficient availability of appropriate PD activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593112,1792166525,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Evaluation of TALIS 2018 Results in the Context of Professional Development: Turkey Sample  \nBy Ümit Kahraman * & Osman Tayyar Çelik±  \nIn this research, participation in professional development (PD) activities, perceptions of PD needs and barriers for PD, and differences in terms of seniority were examined in Turkey sample based on the Teaching and Learning International Survey (TALIS) 2018 data. A total of 15,498 teachers, including  \n3,204 primary school teachers, 3,952 secondary school teachers and 8,342 highschool teachers, were included in the sample of the study. The results of the research show that teachers participate more in-service trainings within the scope of mandatory PD policies. Peer observation, coaching, and observation visits to workplaces, public institutions or non-governmental organizations and other schools are the least PD activities that teachers participate. Teachers need PD more in the field of teaching students with special needs and in multicultural or multilingual environments. According to teachers, the biggest barriers to PDare the lack of any incentives and support to participate in PD, incompatibility with the work schedule and the lack of appropriate PD activity. In addition, PD activities that teachers participate in, PD needs and barriers to PD are significantly different in terms of seniority. The results were discussed in terms of PD literature and Turkey context and suggestions have been made based on the results.  \nKeywords: TALIS, OECD, teacher development, professional development, barriers for development  \nIntroduction  \nThere has been an increasing interest in the professional development (PD) of teachers since the early years of the 21st century. With great emphasis on the quality of teachers, the teachers’ participation in PD activities has become one of the most controversial educational issues both in research and policy settings (Gümüş, 2013) . Reasons for PD also differ from each other significantly (Imants & van Veen, 2008). Changes in society and education reforms (Hoekstra, 2007; Hoekstra et al., 2009; Vermunt & Endedijk, 2011), changes in teachers’ roles in transferring traditional knowledge (Kwakman, 2003), seeing teachers as a key factor in student performance and school success (Heystek & Terhoven, 2015;İlğan, 2017; Opfer & Pedder, 2011; Shoshani & Eldor, 2016), and education system’s ability to remain competitive globally (Bayar, 2014) are the prominent reasons. Teachers need to continually improve and update their skills to help students become competent, competitive and socially integrated adults (OECD, 2005).  \n*  \nAssistant Professor, Bilecik Seyh Edebali University, Turkey.±Assistant Professor, İnönü University, Turkey.  \nTeachers are also learners who are directing their PD as part of the profession. For this reason, continuous PD tools have become an important need to increase the knowledge and skills of teachers and to improve their beliefs about education. In addition, high quality PD is an essential component of almost all modern suggestions to raise academic standards. Policy-makers increasingly recognize that schools cannot be better than teachers and administrators who work within them (Guskey, 2002). As a matter of fact, in the study conducted by Opfer and Pedder (2011), it was concluded that according to the classification made by the National Foundation of Educational Research (NFER) of England, there are PD structures suitable for effective professional learning characteristics in schools in the high achievement band. There is also evidence that teacher learning (Buczynski & Hansen, 2010) and prolonged PD activities (Darling-Hammond et al., 2009) affect student achievement.  \nWhile the impact of PD on teacher quality and student achievement becomes clear, the characteristics of effective PD and effective PD models, and the factors affecting teachers’ participation in PD activities have become the main research topics. On the other hand, various PD m","cbCaiqtxYw4ZnTQc","https://ap.wps.com/l/cbCaiqtxYw4ZnTQc","pdf",302979,21,"English","# Introduction\n## Professional Development\n## Literature Review","[{\"question\":\"What PD topics and participation patterns does the study analyze in Turkey?\",\"answer\":\"The study analyzes participation in PD activities, teachers’ perceptions of PD needs, and perceived PD barriers, using TALIS 2018 data.\"},{\"question\":\"Which PD activities show the highest and lowest participation levels?\",\"answer\":\"Teachers participate more in-service trainings under mandatory PD policies, while peer observation, coaching, and workplace/public-institution or school observation visits are among the least participated activities.\"},{\"question\":\"What do teachers identify as the biggest barriers to PD?\",\"answer\":\"The biggest barriers are the lack of incentives and support to participate, incompatibility with the work schedule, and insufficient availability of appropriate PD activities.\"}]","Evaluation of TALIS 2018 Results in the Context of Professional Development - Turkey Sample | PDF",1792076621,53]