Participants have the maximum variation in terms of participant profiles like gender, branch, seniority and educational level variables. Since high school teachers face the phenomenon of professional development more often, the study was carried out with twelve branch teachers who work in high schools in Elazig city center in Turkey. The maximum variation sampling method, which is one of the purposive sampling methods, was used in the selection of the study group.

The study was designed in the qualitative approach and as the research method, 'phenomenology' was used. The purpose of the study is to reveal the professional development barriers of teachers. This allows its application to be extended to further training areas as well as constituting an effective approach for need analysis and a preparatory action for numerous training activities (guided discussion with experts, observation on practice, modeling, etc.). Far from constituting an assessment of teaching practices, the automated feedback demonstrates its usefulness in identifying teachers’ mindframes at an early stage, so as to be able to implement more specific and personalized training. In this regard, this system is able to create questionnaires, deliver them, collect and analyze data, send feedback to the participants to provide information about their beliefs and behaviors about teaching and learning processes. It is an expert system (Paviotti, Rossi & Zarka, 2012) that uses concrete examples, cases and scenarios to guide the engaged learners (Leake, 1996). This paper aims to illustrate an automated system developed to give formative and personalized feedback to teachers in training.

10 teacher mindframes