Professional development training seminars teachers opinions

This study was conducted in the Ministry of National Education in the beginning of each school year and at the end of each school year and the first working day of the month of July, the beginning of the first working day of the beginning of the lessons and the average of a period of one month to express the functionality of the Professional Development Training Seminars From the point of view, it was realized. This research; A qualitative study, a case study technique was used in the study. Since the study was conducted with teachers working in different types of schools, the study used holistic multi-state design from case study technique designs. The study group of the study is composed of 20 teachers who are working in primary and secondary schools and high schools in the central districts of Antalya province in the 2018-2019 academic years and in the central districts of Antalya. In the research, semi-structured interview form consisting of open-ended questions was used as the data collection tool and the answers of the participants were recorded on the voice recorder. Research data were analyzed using NVIVO 12 computer software after transcript processing. Frequency and percentage analysis were used as part of the content analysis. the participant's opinions were categorized into draft themes under main themes and sub-themes and finalized by expert opinion. The sub-themes formed as a result of these themes are given in the form of tables according to their frequency. In addition, these themes were supported by direct quotations from the participants and the credibility of the research was tried to be increased. As a result of the study, the main finding is that participants' professional development training seminars are not as functional as they are currently practiced. When it is examined in terms of sub-themes, it is seen that the opinions of the participants about the subject vary. According to research findings, participants approached professional development seminars from two different perspectives. First of all, the participants considered these seminars as a positive, contributing and productive process in terms of preparation for education, planning, period evaluation, individual and professional development, cooperation, exchange of information, examination of course materials, awareness of changes in the education system. On the other hand, participants considered these seminars as Formality, Time Loss, Money Waste, drudgery, Empty Process, Meeting, Board, Commission, Gossip, and Documentary. The reasons for the negative evaluation are that the application is not practical, the content of the program is always the same subjects that are not enough interest, the technological and physical infrastructures of the education environments given are insufficient, the subjects in the program are not given by the experts of the education, the two-week period is longer, the state is the payment of the course, not being supervised, the teachers are reluctant and tired for the end of the year, the preparation of documents in the form of copy copy paste, the use of ready-made presentations downloaded from the Internet and does not contribute to the individual development.