Professional Development Experiences of Early Childhood Teachers in Turkiye

Professional development efforts have become one of the key factors in the success of many countries. Effective professional development practices that include the core features defined in the literature are critical for improving the quality of early learning. This phenomenological study explores views and experiences of early childhood teachers on professional development. The participants in the study were ten early childhood teachers. The data of the study were obtained through semi-structured interviews and professional development experience forms. The data were analyzed through the core features of effective professional development under the themes of active learning, content focus, collective participation, coherence, and duration. The study indicates that practices which promote active participation and respond to teachers' specific professional needs foster ongoing professional learning and support the implementation of new instructional strategies in the classroom. The findings suggest that early childhood teachers' professional development can be enhanced through collaborative, needs-based, and reflective methods. The study's findings are believed to provide valuable insights for the development of professional development processes and for researchers in early childhood education.