Application of the dynamic approach in teacher professional development: An action research

The aim of this research is to enhance in-class teaching of teachers using the dynamic professional development approach. Action research design was used. Data were gathered from students, teachers and administrators at middle and high schools in Artvin and İzmir provinces. Data were gathered using interview forms, student observation form, teacher professional development student evaluation form, validity form and researcher observation form. Quantitative data were analyzed by using exploratory and confirmatory factor analyses and qualitative data were analyzed by using inductive content analysis. It was determined that teachers had obstacles in their professional development and professional development activities were carried out as lectures by ignoring their needs and without planning. Teacher professional development was achieved by applying action plans prepared by teachers using reflective thinking on student evaluations. Provision of teachers' professional development according to needs, use of students' observations to determine needs, development activities should not be based solely on transfer of information, activities should respond to the applications of the teachers in their classroom and be planned for solving teachers' problems, while teacher professional development is provided with distance learning distance training methods and techniques that will ensure effective participation of teachers should be used, training of school administrators to contribute to teacher professional development and limiting of classroom observations of teachers by classroom managers have been proposed.