This paper reports on a study of teacher development practices in Turkey, exploring teachers' perceptions of professional development opportunities in the Turkish elementary school, and the extent to which elementary school teachers believe that these opportunities have helped them improve their instructional practices. Of the 500 teachers from 52 schools in the sample, 313 (64 percent) returned usable questionnaires. Data analysis revealed that most teachers had participated in inservice training only once or twice during their careers, and that rural teachers had less access to inservice training activities than urban school teachers. Survey respondents overwhelmingly agreed that more inservice training activities should be organized and made available, and that the evaluation reports prepared by administrators and supervisors were not very encouraging in helping teachers to grow professionally. Almost half believed that experienced teachers do not help new teachers, although they felt that experienced teachers should give such help. A majority of respondents said that they got together occasionally for professional purposes; most teachers reported they do not have access to professional publications. Findings suggested that some inservice training workshops were conducted just for formality's sake, and that teachers did not apply what they had learned. Results of the study indicated that teachers in Turkey are willing to share their expertise although systems are not organized and structured to make this happen. (Contains 20 references.) (ND)