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Article Info
DOI: 10.14812/cuefd.400002
Article history:
Received 01.03.2018
Revised 25.03.2018
Accepted 03.04.2018
Keywords:
Graduate education, Doctoral program, Professional development, Curriculum, Instruction.
Abstract
The aim of this study is to reveal the contributions of the doctoral education in Curriculum and Instruction (CI) field to teachers' professional development. In the scope of this aim, basic qualitative research design was employed. The participants of the study included 11 teachers who actively attend Anadolu University Institute of Educational Sciences Curriculum and Instruction doctoral program. The data of the study were collected through semi-structured interviews which lasted 17-30 minutes and analyzed with content analysis method. As a result of the study, the most important reason why the teachers chose CI doctoral program was found out to be the need of professional development. The contributions of the CI doctoral program to the professional development of teachers were gathered around the themes "contributions regarding curriculum and instruction", "contributions regarding testing and evaluation processes", "contributions regarding carrying out the learning process" and "contributions as an individual". Regarding CI doctoral program, teachers put forward various recommendations such as focusing more on practical studies, improving testing-evaluation skills and dealing with research processes more. Based on these findings, it is concluded that CI doctoral program has a very crucial role in serving for teachers' professional development.
Introduction
Rapid improvements and changes in science and technology doubtlessly require individuals to participate in various professional development activities in order to maintain their skills update and keep up with the innovations. It is also necessary that teachers, who mainly deal with human beings, should not remain indifferent regarding these contemporary changes and had better be involved in continuous professional development so as to refresh their skills and knowledge (Altun and Vural, 2012). Based on the fact that education has the maximal value in shaping countries in terms of both economic and social aspects and the operators of the educational processes, namely teachers, have a crucial role in creating a better future for the society, it ca n be said that attempts at improving professional competencies of teachers will be reflected on the societal advancement by contributing on the quality of education and instruction. Today, due to the fast changes in science, technology and education, preservice education of teachers fails...