Author(s): Mehmet EROÄLU, Ramazan ÃZBEK
The purpose of this study is to investigate teachers metaphorical perceptions related to concept of professional development. This research is a phenomenological study of the qualitative design. The study group of the study is composed of 116 teachers working in the schools in Elaz?? province center. The research data is collected through open-ended metaphor questionnaire developed by the researcher. Descriptive analysis is used in the analysis of research data. According to the results of the research, it is seen that the teachers have a positive view on the concept of professional development. It has been emphasized that professional development is a necessary, continuous process for teachers and is a key to increasing qualifications in education. It is stated that through professional development, teachers will increase their professional qualifications and as a result they will contribute to increasing the quality of education by increasing student success. It is also emphasized that professional development will contribute to the teachers' feeling of being professionally proficient and their profession. However, it is also stated that professional development is a tough process that requires labor and self-sacrifice. It has been determined that the negativity of the teachers about professional development is also limited and is due to their professional development experiences. It is thought that teachers have positive views on professional development might be an element facilitating their professional development participation.