Abstract:

The main objective of this study is to study the different types of mistakes that teachers who work in different stages in their professional life in the framework of professional development and learning. In this context, the data were collected in the framework of the quality research method from a total of 38 teachers from the educational stages, branches and postgraduates they work from each other. The research method is preferred from the quality research methods (example event). The data of the research was obtained through the form prepared by the researcher. In the form, teachers are asked to describe in detail the events or events they think they have contributed to their professional development, which leave traces in themselves. Research findings show that teachers made a lot of professional mistakes, especially in the early years of the profession, and that these mistakes are more of the kind of disguising students. Also in the stories and findings, some mistakes made are in the quality of leaving traces in students for a long time. The factors that cause teachers to make mistakes are mostly the lack of experience, the lack of communication with the school administration, the lack of knowledge of the student, the school environment and their families. The findings reveal that teachers evaluate their mistakes in the framework of professional learning and deal with them in accordance with their own professional development. It will be appropriate for teachers to be guided by experienced managers, academics and teachers in the quality to minimize the errors in the first years of the profession, in particular in order to prevent these errors found in the first years of the profession.

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