[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-582263-105":3,"detail-sidebar-cat-0-en-105":85,"doc-detail-582263-en":134},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","professional-development-of-teachers-via-distance-education-the-case-of-non-thesis-masters-program-in-innovative-education-in-primary-schools","PROFESSIONAL DEVELOPMENT OF TEACHERS VIA DISTANCE EDUCATION - THE CASE OF NON-THESIS MASTER’S PROGRAM IN INNOVATIVE EDUCATION IN PRIMARY SCHOOLS","","This study examines teachers’ opinions about the Innovative Education in Primary Schools Distance Education Non-Thesis Master’s Program and how the program reflects in their professional lives. A sequential explanatory design using mixed methods was applied, with 147 teachers in the quantitative phase and 52 in the qualitative phase. Data were gathered through a questionnaire and structured interviews. Descriptive statistics and thematic analysis were used, showing positive evaluations of live lessons, the learning management system, content, and assessment methods, while some teachers criticized non-interactive lessons and suggested improvements.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/professional-development-of-teachers-via-distance-education-the-case-of-non-thesis-masters-program-in-innovative-education-in-primary-schools/582263/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/professional-development-of-teachers-via-distance-education-the-case-of-non-thesis-masters-program-in-innovative-education-in-primary-schools/582263.png","ImageObject",300,407,{"name":42,"@type":43},"Ophelia","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study?","Question",{"text":63,"@type":64},"The study examines teachers’ opinions about the program and how it reflects on their professional lives.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which research design and data sources are used?",{"text":68,"@type":64},"A sequential explanatory mixed-methods design is used, with data collected through a questionnaire and structured interviews.",{"name":70,"@type":61,"acceptedAnswer":71},"What aspects of the program received positive evaluations?",{"text":72,"@type":64},"Teachers generally evaluated live lessons, the learning management system, content, and assessment methods positively.",{"name":74,"@type":61,"acceptedAnswer":75},"What criticisms and suggestions were reported by some teachers?",{"text":76,"@type":64},"Some teachers found non-interactive lessons ineffective and attributed this to one-way teaching, traditional content, limited interactive materials, and repetitive topics, and they offered constructive structural suggestions for better support in career development.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},582263,1792189156,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,105,110,115,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Exam",70,"exam",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},5,"Comic",60,"comic",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},6,"Technology",50,"technology",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":116,"slug":117},30,"research-report",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},9,"Religion & Spirituality",20,"religion-spirituality",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":121,"slug":125},"World Cup","world-cup",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":127,"slug":129},10,"Lifestyle","lifestyle",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":101,"slug":133},19,"General","general",{"code":4,"msg":86,"data":135},{"doc_id":83,"user_id":136,"nickname":42,"user_avatar":137,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":143,"language":144,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":12,"update_tm":148,"read_time":103,"preview_page_count":4},7971461741311,"https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826","Turkish Online Journal of Distance Education-TOJDE January 2026 ISSN 1302-6488 Volume: 27 Number: 1 Article: 10  \nPROFESSIONAL DEVELOPMENT OF TEACHERS VIA DISTANCE EDUCATION: THE CASE OF NON-THESIS MASTER’S PROGRAM IN INNOVATIVE EDUCATION IN PRIMARY SCHOOLS  \nDr. Omur GURDOGAN BAYIR  \nORCID: 0000-0002-7455-7237  \nPrimary Education Department Anadolu University Eskisehir, TURKIYE  \nDr. Mehmet GULTEKIN  \nORCID: 0000-0002-5281-1767  \nPrimary Education Department Anadolu University Eskisehir, TURKIYE  \nDr. Mediha GUNER OZER  \nORCID: 0000-0002-1510-9389  \nPrimary Education Department Anadolu University Eskisehir, TURKIYE  \nReceived: 19/02/2025 Accepted: 10/04/2025  \nABSTRACT  \nThe main aim of this study is to examine the opinions of the teachers studying in the Innovative Education in Primary School Distance Education Non-Thesis Master’s Program and the reflection of the program on their professional lives. In line with this aim, sequential explanatory design from mixed research methods was used in the study. 147 teachers participated in the quantitative part of the study and 52 teachers participated in the qualitative part. The data were collected through a questionnaire and a structured interview form. Descriptive statistics were used to analyze quantitative data and thematic analysis was used to analyze qualitative data. The study revealed that the majority of participating teachers participated in this program to improve their professional competencies and increase their teaching effectiveness. Participants gave positive evaluations ofthe live lessons, learning management system, content and assessment methods. It was stated that the program contributed significantly to teachers’ personal and professional development. However, a significant number of teachers found the non-interactive lessons ineffective, attributing this to one-way teaching methods, traditional content, limited interactive materials and repetitive topics. In addition, the participants offered various constructive suggestions for the structural features of the program and for providing more effective support for career development.  \nKeywords: Teacher education, professional development, distance education, non-thesis master’s program.  \nINTRODUCTION  \nThe teacher is the most fundamental element that leads the education and training process and directs education with his/her practices in this process. Therefore, one of the most important ways to improve the quality of education is to support the ongoing professional development of teachers. The rapid changes in knowledge and technology require teachers to renew themselves and to be informed about new teaching methods and pedagogical approaches. Professional development enables teachers to improve their academic  \nknowledge as well as to make classroom environments more efficient with new teaching methods. Therefore, programs and support mechanisms that encourage teacher development play a vital role for an effective education system. It is important that these programs and mechanisms are in line with the requirements of the era and changing dynamics to ensure continuous professional development of teachers.  \nChanging Dynamics in Education and Teacher Training  \nEducation continually evolves due to social changes and technological advancements, which require teachers to assess their professional skills and adjust to current demands. Consequently, educators must embrace change by acquiring new skills and enhancing their capabilities. Teaching shapes the lives of individuals, fosters social transformation, and integrates innovative methods. Therefore, the teaching profession should improve the quality of education by embracing a lifelong learning mindset. Quality education links closely to the qualifications of teachers. Such qualifications can only be attained by developing the professional competencies of educators. This highlights the significance of teacher training for the success of the education system.  \n","cbCaikno4k7BQtXP","https://ap.wps.com/l/cbCaikno4k7BQtXP","pdf",536829,24,"English","# Abstract\n# Introduction\n## Changing Dynamics in Education and Teacher Training\n## Ongoing Professional Development and Online","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study examines teachers’ opinions about the program and how it reflects on their professional lives.\"},{\"question\":\"Which research design and data sources are used?\",\"answer\":\"A sequential explanatory mixed-methods design is used, with data collected through a questionnaire and structured interviews.\"},{\"question\":\"What aspects of the program received positive evaluations?\",\"answer\":\"Teachers generally evaluated live lessons, the learning management system, content, and assessment methods positively.\"},{\"question\":\"What criticisms and suggestions were reported by some teachers?\",\"answer\":\"Some teachers found non-interactive lessons ineffective and attributed this to one-way teaching, traditional content, limited interactive materials, and repetitive topics, and they offered constructive structural suggestions for better support in career development.\"}]","PROFESSIONAL DEVELOPMENT OF TEACHERS VIA DISTANCE EDUCATION - THE CASE OF NON-THESIS MASTER’S PROGRAM IN INNOVATIVE EDUCATION IN PRIMARY SCHOOLS | PDF",1792042919]