A phenomenological study on the professional development of vocational teachers

This research is a qualitative one that tries to explain the perspectives of vocational course teachers working in vocational high schools affiliated to the Ministry of National Education on the phenomenon of professional development. In the research, maximum variation sampling method, one of the purposeful sampling types, was chosen. A total of 14 vocational course teachers, six women and eight men, were determined on a voluntary basis among the vocational course teachers working in vocational high schools in Aydın, and interviews were conducted with these teachers using a semi-structured interview form. The results of the descriptive and content analysis revealed that vocational teachers defined the professional development as renewing themselves, attending courses, updating themselves, receiving in-service training, following the agenda, adapting to innovations, reviewing the literature, learning new things, keeping up with the times and being able to adapt to technological changes. According to the findings of the research, vocational teachers needed professional development in the first years of their professional life, this need shifted to subject area competencies in the following years. Lack of awareness of teachers, insufficiency in duration of trainings, intense or inadequate course programs, lack of competence of trainers, outdated training programs, boring presentations, difficulty to access to trainings, unintended participation in trainings, and resistance to learning were stated as the negative aspects of the professional development activities. It was stated by the teachers that the educators involved in professional development activities do not have sufficient knowledge and skills. Teachers said that they wanted cooperation with universities for their professional development, to be encouraged by school administrators for the desire to do a master's degree, to follow innovations and developments in their fields by collaborating with the sector. In the study, the teachers defined the barriers to their professional development as students' lack of readiness, inadequacy of workplaces, negative physical conditions, low student motivation, administrative approach, student selection style, excessive workload, parent prejudice and indifference. It has been understood that small class sizes, the support of the school administration, student readiness and personal motivation motivate teachers in terms of professional development. It has been revealed that teachers express professional development as in-service training, courses, seminars or basic preparatory education. It has been seen that while teachers are presenting their needs, negative thoughts, plans and suggestions for their professional development, they unconsciously reach the fact that professional development also can be done with different activities.