Abstract:

Abstract The aim of this study is to examine the views of teachers in Turkey and the UK on the concept of continuous professional development and their participation in professional development activities. The study is generally designed in the quality research model and has also been used from quantitative data in part of the study in order to support the quality data. The work group consists of a total of 54 teachers working in schools in the UK, 31 in Turkey and 23 in the 2014-2015 educational year. The data was collected through a structured conversation form and the international TALIS survey implemented by the OECD. The findings of the study have shown that Turkish teachers more perceive the concept of continuous professional development in the form of "to gain knowledge and skills related to their fields for themselves, to apply them in the classroom, to stay up-to-date in their professions and to advance" - and the English teachers have pointed out that "the development of the school, the improvement of the teacher and student success, the sharing of ideas and practices, the learning of effective practices through observation, the function and benefits are emphasized. Teachers in Turkey complain about the lack of sufficient attention to the professional development and the lack of activities, while teachers in the UK have stated that the professional development in their countries is wealthy every day as a source and content, and that different teachers need different activities options are available.