Developing colleagues through recognition: The role of international award-winning teachers in professional growth in Türkiye

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-09-25 DOI:10.1016/j.tate.2025.105221

Aylin Akinlar , Turgay Ontas , Semahat Aysu , Taner Atmaca

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引用次数: 0

Abstract

This qualitative study examines how internationally award-winning teachers in Türkiye facilitate colleagues' professional development. Through interviews with 20 teachers, the research investigates mentorship, collaboration, and innovative pedagogical practices in peer development contexts. Findings reveal that award-winning teachers employ student-centered approaches and demonstrate teacher leadership, particularly through platforms like eTwinning. Global recognition enhances professional visibility and strengthens teachers' leadership roles within educational communities. However, tensions emerge from neoliberal education policies and competitive award systems that simultaneously foster collaboration and generate competition among teachers. The study demonstrates that international awards significantly impact professional learning cultures by creating dual dynamics of support and rivalry. These findings contribute to understanding how recognition mechanisms shape teacher development within Türkiye's educational landscape, revealing the complex interplay between global acknowledgment and local pedagogical practices in professional growth.

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通过认可发展同事：国际获奖教师在 rkiye专业成长中的作用

本质性研究探讨国际获奖教师在 rkiye如何促进同事的专业发展。通过对20位教师的访谈，本研究调查了同伴发展背景下的师徒关系、合作和创新教学实践。研究结果显示，获奖教师采用以学生为中心的方法，并展示教师领导力，特别是通过像ettwin这样的平台。全球认可提高了教师的专业知名度，并加强了教师在教育界的领导作用。然而，新自由主义教育政策和竞争性奖励制度同时促进了教师之间的合作和竞争，从而产生了紧张局势。研究表明，国际奖项通过创造支持和竞争的双重动力，显著影响专业学习文化。这些发现有助于理解认可机制如何在 rkiye的教育环境中塑造教师发展，揭示了全球认可与当地教学实践在专业成长中的复杂相互作用。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.