ÖRAV-no limit to teaching/teachers as an alternative professional development model in Turkish education system

In this study, the history of the on-the-job training in teaching profession in Turkey, its existing situation, problems and future have been discussed. Making a contribution to the personal and occupational development of the teachers working in primary schools in many cities of Turkey since 2008, Teacher Academy Foundation has been designed in a manner which could be an alternative to the existing on-the-job training applications and models. The goal of the thesis is to handle the Project named Teacher Has No Limit and Teacher Academy in this context.In the first part of the thesis, the objectives, limits and assumptions pertaining to this study are presented. In the second part, on-the-job training and the history of the on-the-job training in Turkey are considered at length with a conceptual discussion. The third part details in depth, how the Teacher Academy Foundation and Teacher Has No Limit Project was created, its vision, targets and approach to the on-the-job training. the impact analysis of the training which has been created under the scope of measuring, evaluating efforts of the Teacher Has No Limit Project studies have been discussed in fourth and fifth parts. In the final part, consequence, discussion and comments take place.Measuring, evaluating efforts have been designed with the pattern of this research made with the initial test-final test pattern. In the research, semi-experimental process has been used.The impact analysis of the project has looked for answers for the following questions:?What is the participation condition of the Teachers to the on-the-job trainings??After Teacher Has No Limit training, was there:?A differentiation in their professional satisfaction ,?A differentiation in occupational self confidence ,?A differentiation in their professional respect levels ,?A differentiation in their levels of communication skills towards forming a positive class environment ,?A differentiation in their levels of class management towards forming a positive class environment ,?A differentiation in their levels of measuring and evaluating towards forming a positive class environment for the teachers?