Contribution of European Union Erasmus Plus Projects to Teachers’ Professional Development: The Sample of Aydın City
Keywords:
professional learning, EU projects, professionalismAbstract
This study aims to examine the relationship between professional development, professional learning, and professionalism among teachers who have participated in Erasmus+ projects—a type of European Union initiative—and gained international experience. The study group consists of 347 teachers and administrators who went abroad between 2014 and 2019.
Data were collected using the Demographic Information Form, the "EU Projects Contribution Assessment Scale," the "Professionalism Scale," and the "Teacher Professional Learning Scale." For data analysis, independent samples t-test, one-way ANOVA, Pearson correlation test and regression analysis were employed.
The findings indicate that teachers participating in EU projects perceived moderate and positive contributions to their professional development, particularly in the sub-dimensions of foreign language and cultural development. Additionally, their levels of professionalism showed moderate positive effects in the dimensions of personal development, emotional labor, and institutional contribution. No statistically significant differences were found in teachers' professional learning and professionalism levels based on variables such as gender, age, seniority or branch of teaching.
According to the result of the research participation in European Union projects has a positive impact on teachers' professional development.
Downloads
References
Akay, C., & Yanpar Yelken, T. (2012). Opinions of teachers who have performed mobility to European Union countries on European Union education and youth programs [English translation of title]. Educational Sciences Institute Journal, 7(1), 277–295.
Bardakçı, V. (2017). The relationship between the contribution level of European Union projects to the school and the leadership styles of school principals according to secondary school teachers' perceptions [Unpublished master's thesis]. Dokuz Eylül University.
Başaran, M., Kumru, S., Acar, D., Kayıklık, F., & Vural, Ö. F. (2021). Evaluation of the impact of R&D studies on schools in the context of Erasmus+ projects [English translation of title]. International Journal of Educational Science and Technology, 7(3), 183–200. https://doi.org/10.47714/uebt.978486
Başçı, K. (2015). Impact of the Comenius Assistantship Programme (Erasmus internship practice) on the professional development of English Language [Unpublished master's thesis]. Ankara Gazi University.
Bozak, A., Konan, N., & Özdemir, T. (2016). Opinions of national education inspectors, school administrators, and teachers who participated in European Union education programs on the effectiveness of these programs [English translation of title]. Gümüşhane University, Educational Sciences Institute Electronic Journal, 7(15), 1–23.
Caena, F., & Redecker, C. (2024). Aligning teacher competence frameworks to 21st century challenges: From concept to practice. European Journal of Teacher Education, 47(1), 4-22. https://doi.org/10.1111/ejed.12345
Clotfelter, C., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of Education Review, 26(6), 673–682.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2022). Effective teacher professional development. Learning Policy Institute.
Demir, K. (2021). The relationship between school administrators' EU project management competencies and teachers' project awareness levels projects [Unpublished master's thesis]. Yıldız Teknik University.
Demirkasımoğlu, N. (2010). Defining “teacher professionalism” from different perspectives. Procedia - Social and Behavioral Sciences, 9, 2047–2051. https://doi.org/10.1016/j.sbspro.2010.12.444
Ekiz, D. (2003). Teacher professionalism and curriculum change: Primary school teachers’ views of the new science curriculum. Journal of Uludağ University Faculty of Education, 17(1), 47–61.
European Commission. (2007). Final evaluation of the Community Programmes Socrates II, Leonardo Da Vinci II and e-learning: Synthesis of Socrates and Leonardo Da Vinci national reports [Electronic version]. European Commission, DG Education and Culture. (2007). Impact of the Comenius School Partnerships on the participant schools: Final report.
European Commission/EACEA/Eurydice. (2021). Teachers in Europe: Careers, development and well-being. Eurydice report. Publications Office of the European Union. https://op.europa.eu/en/publication-detail/-/publication/47a170c4-75c2-11eb-9ac9-01aa75ed71a1
Fansa, M. (2021). Being a teacher in the role of a youth worker in an Erasmus+ project [English translation of title]. Anadolu University Journal of Education Faculty, 5(4), 427–446. https://doi.org/10.34056/aujef.944872
García-Martínez, I., Fernández-Batanero, J. M., Cobos-Sanchiz, D., & Luque de la Rosa, A. (2019). The impact of Erasmus+ mobility on the professional development of teachers: A qualitative analysis. European Journal of Teacher Education, 46(5), 823–840. https://doi.org/10.3390/su11246917
Gök, R., Atik, S., & Erdem, C. (2023). The impact of Erasmus+ school education projects on the professional competencies of teachers and school administrators. İnönü University Journal of Educational Science, 24(2), 1082–1107.
Gültekin, M., & Çubukçu, Z. (2008). Opinions of primary school teachers on in-service training [English translation of title]. Manas University Journal of Educational Science,10(19), 185-201.
Gümüş, S., Apaydın, Ç., & Bellibaş, M. Ş. (2018). Adaptation of the teacher professional learning scale into Turkish: A validity and reliability study [English translation of title]. Journal of Education and Humanities: Theory and Practice, 9(18), 25–52.
Günbayı, İ., & Vezne, R. (2016). Opinions of teachers on Erasmus+ Key Action 1: A case study. International Journal on New Trends in Education and Their Implications, 7(1), 1–12.
Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: Theory and Practice, 6(2), 151-182. https://doi.org/10.1080/713698714
Hargreaves, A., & Shirley, D. (2020). Well-Being and Professionalism: A Guide for Teachers and Leaders. Oxford University Press
Jackson, V. H., & Lewis, C. (2010). Transforming teacher education. Stylus Publishing.
Karasar, N. (2018). Scientific research method: Concepts, principles, techniques (33rd ed.). Nobel Akademik Press.
Kassel. (2007). Impact of the Comenius School Partnerships on the participant schools: Final report [Electronic version]. Association for Empirical Studies. http://www.ges-kassel.de/download/comenius-Partnerships-report_en.pdf
Kavcar, C. (2002). Teacher training in the branch in the republican period [English translation of title]. Journal of Ankara University Faculty of Educational Sciences, 35(1-2), 1–14. https://dergipark.org.tr/tr/download/article-file/509256
Kaya, M. (2024). The relationship between teachers' participation levels in professional learning communities and their self-efficacy beliefs and professional attitudes [Doctoral dissertation]. Hacettepe University.
Kesik, F., & Balcı, E. (2015). Teacher perceptions regarding the health of schools participating in European Union projects [English translation of title]. Abant Izzet Baysal University Journal of Faculty of Education, 15(2), 163–183.
Kraft, M. A., & Hill, H. C. (2020). Developing ambitious mathematics instruction through web-based coaching: A randomized field trial. *American Educational Research Journal, 57(6), 2378–2414. https://doi.org/10.3102/0002831220916840
Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational Administration Quarterly, 54(4), 501–528https://doi.org/10.1177/0013161X18769048
Liu, S., & Hallinger, P. (2021). Principal leadership and school capacity effects on teacher professional learning in China: A multilevel moderated mediation analysis.Educational Management Administration & Leadership, 49(2), 214–233. https://doi.org/10.1177/1741143219896042
Mete, Y. A. (2013). Teacher training and appointment policies in South Korea, Japan, New Zealand and Finland [English translation of title]. Turkish Studies Elektronic, 8(12), 859–878.
OECD. (2017a). How can professional development enhance teachers' classroom practices? (Teaching in Focus, No. 16). OECD Publishing. https://doi.org/10.1787/2745d679-en
OECD. (2020). TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. OECD Publishing. https://doi.org/10.1787/19cf08df-en
OECD. (2021). Teachers and School Leaders as Lifelong Learners: TALIS 2018 Results (Volume II). OECD Publishing. https://doi.org/10.1787/19cf08df-en
OECD. (2024). Building the future of education: Teachers and school leaders as valued professionals. OECD Publishing. https://www.oecd.org/en/publications/building-the-future-of-education_3ae96c91-en.html
Savaş, G. (2021). Investigation of the relationship between teachers' professional learning and some individual and organizational variables [Unpublished doctoral dissertation]. Hacettepe University.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
Tavşan, E. (2013). Examination of the level of achieving the objectives of the European Union Comenius 1 program according to the opinions of teachers and students participating in the program (Karaman province example) [Unpublished master's thesis]. Necmettin Erbakan University.
UNESCO. (2023). Global report on teachers: Addressing teacher shortages and transforming the profession. UNESCO. https://www.unesco.org/en/articles/global-report-teachers-addressing-teacher-shortages-and-transforming-profession
Wells, M. (2014). Elements of effective and sustainable professional learning. Professional Development in Education, 40(3), 488-504 https://doi.org/10.1080/19415257.2013.838691
World Bank. (2024). Quality teaching for future learning: A roadmap for policy development. World Bank Group. http://hdl.handle.net/10986/41418
Yılmaz, E. (2019). Evaluation of the contribution of European Union projects to special education schools through the opinions of administrators and teachers [English translation of title]. Ankara University Journal of Faculty of Educational Sciences (JFES), 52(1), 29–50. https://doi.org/10.30964/auebfd.426462
Yılmaz, K., & Altınkurt, Y. (2014). Validity and reliability study of the Teacher Professionalism Scale [English translation of title]. International Journal of Human Sciences, 11(2), 332–345.
Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. https://eric.ed.gov/?id=ED498548
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of STEM Teacher Institutes
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
