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Why don't teachers receive effective feedback in Turkey
- 1. AGE AVERAGE: 22 GROUP MEMBERS: Ali Çağlar Saymaz Begüm Ceren Aral Cemre Çiçek (L) Merve Polat Şeyda Baş OUR SLOGAN: «Feedback is the breakfast of the champions.» Ken Blanchard
- 2. OBSERVATION SCHOOLS Açı Private Schools Bahçeşehir College İstanbul Erkek High School Terakki Foundation Schools Rüştü Akın Anatolian Vocational High School
- 4. GANTT CARD
- 5. CONTENTS 1) Our Problem 2) Why did we choose this subject? 3) Literature Review 4) Fishbone Diagram 5) Matrix Diagram 6) Methodolgy Questionnaire Results and Discussion Suggestions Limitations 7) Conclusion 8) References
- 6. Why don’t teachers receive effective feedback in Turkey? What do we mean by effective feedback: Effective feedback is to provide incentives and make guidance for teachers. Effective feedback in our definition is all the feedback coming directly from administration, colleagues, students and parents to improve teacher quality.
- 7. 2) WHY DID WE CHOOSE THIS SUBJECT? The notion that feedback is an essential part of both learning and teaching processes, has been a well-known issue in educational circles; however the previously conducted studies discussed the issue basically from the students’ perspective and ignored the fact that teachers also need to be provided with feedback from their colleagues, principals, parents of their students and from the students they are dealing with.
- 8. What we define as the problem is especially a hot spot to work on, because as teachers we are the ones who are the primal source for education. We are the system itself, therefore if teachers change, students change and if students change, the world changes! https://www.google.com.tr/search?q=change&rlz=1C1ASUT_enTR610TR610&es pv=2&source=lnms&tbm=isch&sa=X&ei=- 6qMVKXTKsH_ygOQ0oH4CQ&ved=0CAYQ_AUoAQ&biw=1366&bih=624#tbm =isch&q=world+change&facrc=_&imgdii=_&imgrc=2bjHze0ZS8q5pM%253A%3 BbguDHXNuskEtOM%3Bhttp%253A%
- 9. 3) LITERATURE REVIEW Jackie Tuck (2012), highly emphasized that feedback is generally in written form; however, when it comes to enhancing the understanding of the feedback and its transferring into practice, oral forms will probably work better. Feedback also needs feedback. The way of evaluating someone is important issue in terms of efficiency of the feedback.
- 10. Moreover, an efficient feedback needs to be clear in order to be better understood. When people, in education area, are asked to give feedback, they are generally restricted by some rules, regulations and the time. However, this leads to inedaquate feedback.
- 11. Nugrahenny Zacharias (2007), has concluded at the end of the some research that both teachers and students give importance to feedback but often they don’t find enough chance to give feedback. And surveys have shown that %95 of the teachers believe that feedback is important. When the feedback is given, both teachers and students feel safe. Moreover, cultures have affect on the type and the way of feedback.
- 12. Robert Coe (1998), has identified the significant variables behind the feedback. Characteristic of the task such as complexitiy, characteristics of the feedback or the way it is presented, the time that the feedback is presented (immediate or delayed), specifity such as general or focused, its credibilty, individual characteristic of the receiver such as self-efficacy or self-esteem, attributions for success and failure, locus of control, achievement orientation, receptiveness and performance adequacy.
- 13. He also explains that there are many difficulties of applying the overall results of the study to improve teaching. There is a need for research which is ‘condition-seeking’ rather than ‘theory-testing’.
- 14. 4) FISHBONE DIAGRAM http://upload.wikimedia.org/wikipedia/commons/7/77/Puffer_Fish_DSC01257.J PG
- 15. 5) MATRIX DIAGRAM Teacher Student Administration System Colleagues Parents Ali Çağlar Saymaz 3 5 4 7 6 2 Begüm Ceren Aral 7 5 1 4 2 3 Cemre Çiçek 5 3 7 4 6 2 Merve Polat 5 7 4 6 3 2 Şeyda Baş 5 3 6 7 4 2 Total 25 23 22 28 19 11
- 16. MATRIX DIAGRAM Educational Policies Absence of Regular Feedback System Inefficient Assessment Tools Ali Çağlar Saymaz 2 7 5 Begüm Ceren Aral 6 5 7 Cemre Çiçek 5 7 3 Merve Polat 7 6 3 Şeyda Baş 6 7 5 Total 26 32 23
- 17. 6) METHODOLOGY 1. Questionnaire 2.Results and Discussion 3.Suggestions 4.Limitations
- 18. 1) QUESTIONNAIRE Our questionnaire questions: 1. Are you currently working in a private school or a state school? 2. How frequently are you provided with feedback? 3. How efficient do you think the feedback from the sources below is? 4. Do you think teachers who accordingly respond to the feedback given should be praised, for instance with a promotion, bonus or orally? 5. Which of the factors below can be tolerated for its role in insufficient/ineffective feedback to teachers? 6. Would you like to participate in a potential Feedback Enhancement and Teacher Developement Program?
- 32. 3) SUGGESTIONS 1) Feedback Enhancement and Teacher Development Program should be provided. This program involves three levels: Teachers Principals Supervisors This program is a 13-week program and it includes 2-hour lessons per week.
- 33. Both teachers and principles will participate in this program and supervisors who are experts (who have at least graduate level) in educational sciences and specialized in Assessment and Evaluation Processes.
- 34. The program requires teachers to actively attend 75% of the training hours. Teachers are supposed to take Development Tests in every three weeks and after the exams they are supposed to have private sessions with their supervisors in order to receive feedback and improve themselves according to their lackings.
- 35. Teachers are expected to master three courses: PEF 101: Providing Effective Feedback WIC 101: Working in collaboration with colleagues and administration FA 101: Feedback Analysis
- 36. Principals are also required to attend the 75% of the training hours. They are expected to take Development Tests in every five weeks and have two private sessions with the supervisors. Additionally they are supposed to make one Collaboration Project. The courses that the principals will take are: PEW 101: Providing effective feedback WIC 101: Working in collaboration with colleagues and administration
- 37. 2) There should be two teachers in each class. One should have active role and the other should be observer. The observer should provide immediate feedback afterwards via e-mail.
- 38. 3) Principals should regularly visit classrooms and provide immediate feedback afterwards via e-mail. These visits should not be confused with the traditional ones. It should be seen as an authoritative but not authoritarian approach.
- 39. 4) Like the teacher evaluation system of Boğaziçi University, there should be an evaluation questionarre at the end of each semester. Also, students should have the right to enroll in a system where they can send immediate feedback to their teachers whenever they think it is necessary; we are calling this Feedback Alert. These feedbacks can be seen by the administration as weel so the teachers will pay more attention to them. Also administration will be able to keep up with all the issues in their school.
- 40. 5) In private schools, teachers are more willing to improve themselves and pay attention to the feedback as they are afraid of losing their job. However, in state schools, losing a job is not very probable for teachers once they’re on the permanent staff. Thus the regulations are to be altered to include and establish a legal ground for discharge in case of inability to follow and respond to feedbacks.
- 41. That is, if they do not improve themselves according to the feedback given and the score under 50% of the Feedback Evaluation they might be dismissed.
- 42. 4) LIMITATIONS Only twenty teachers participated in our survey. Thus our survey is a small-scaled one in this area. To get more realistic and concrete result this survey should have been applied to more teachers from different backgrounds. Additionally most of those teachers are private school teachers as most of us doing our practicum at private schools. Therefore this might not again reflect the real situation of Turkey.
- 43. 7) CONCLUSION Feedback given to teachers from different sources such as colleagues, administration, students and their parents is very crucial and this issue needs to be given importance as it influences students’ success. «We all need people who will give us feedback. That’s how we improve» Bill Gates
- 44. 8) REFERENCES Coe, R., (1998). ‘Can Feedback Improve Teaching? A Review of the Social Science Literature with a view to Identifying the Conditions Under Which Giving Feedback to Teachers will Result in Improved Performance.’ Research Papers in Education, 13(1), 43-46. http://www.edutopia.org/student-feedback-accountability- teachers http://www.tcdss.net/docs/M.Gianoutsos-ppt.pdf Jackson, R.R., (2009). Never Work Harder Than Your Students and Other Principles of Great Teaching. Library of Congress Cataloging-in-Publication Data. Köksal, H. (2003). «İmece Halkaları Eğitimi»
- 45. Sullo, B., (2007). Activating the Desire to Learn. Library of Congress Cataloging-in- Publication Data. Tuck, J., (2012). Feedback-giving as a social practice: teachers’ perspectives on feedback as institutional requirement, work and dialogue. Teaching in Higher Education,Vol: 17, No:2, April 2012, 209-221. Zacharias, N. T., (2007). Teacher and The Student Attitudes Toward Teacher Feedback. RELC Journal 2007, 38:38.
- 46. Special Thanks to Dr. Hayal Köksal