THE IMPACT OF THE EDUCATOR STUDY GROUP MODEL ON THE PROFESSIONAL DEVELOPMENT OF TEACHERS OF MAINSTREAM ELEMENTARY CLASSROOMS?

The purpose of this study is to investigate the effects of the educator study group model on the professional development of teachers of mainstream elementary classrooms. The study was designed as a case study composed of two stages. In the first stage, an educator study group of four teachers was formed. In the second stage, the teachers in the first stage formed new groups and 12 teachers joined these three groups. Data were collected through interviews, meeting records, researcher and participant dairies, need-analysis forms and surveys. Data were analyzed both during and after the procedure in a cyclical fashion. According to the findings, it was found that teachers in the educator study group gained both knowledge and experience on the topics they chose to study in their group, showed active collaboration throughout the intervention, made to some extent in class accommodations and developed skills in meeting their professional development needs.