Are Seminar Periods Supportive of the Professional Development of Social Studies Teachers?


DEMİR S. B. , DOĞAN S., ATASOY T.

Journal of Education and Learning, no.1, pp.218-230, 2016 (Refereed Journals of Other Institutions)

  • Publication Type: Article / Article
  • Publication Date: 2016
  • Title of Journal : Journal of Education and Learning
  • Page Numbers: pp.218-230

Abstract

The purpose of this study is to determine the efficiency of the seminar periods intended for contributing to the professional development of social studies teachers based on their own perspectives. This study adopts a qualitative approach and is carried out in the form of a case study. Among the purposeful sampling methods, the criteria sample method was used in the study. The sampling consisted of six social studies teachers in Sivas: three males and three females. In the research, semi-structured interview form was used as a data collection tool. As a result of the analysis conducted in the study, two main themes were identified: 1) findings regarding the seminar period and the activities conducted during that period, and 2) findings regarding the factor of efficiency of the seminar period. Based on the study results, seminar periods are found to be unfruitful for social studies teachers.