Who are the future teachers in Turkey? Characteristics of entering student teachers (original) (raw)
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Being a Teacher in the East of Turkey
In today's Turkey, the problems faced in the provincial regions have several causes and dimensions. At first glance we can count a set of them: insufficiency of the resources allocated to education and the inability to use the education budget effectively with proper planning; frequent central restructuring of the education system without taking immediate necessary practical steps especially in the provincial regions; difficulties in retaining the experienced teachers in the provincial regions as a result of the problems in teacher appointment system and the socio-cultural and economic conditions of these undeveloped regions. This study is a qualitative research based on general descriptive research design. The research's study group consists of teachers and school administrators working at public schools at the primary, secondary and high school levels in Diyarbakır, Muş, and Yüksekovacities of the eastern part of Turkey during the 2013-2014 academic year. In this study, educational problems experienced in the eastern part of Turkey are examined and discussed based on the teachers’ opinion within its historical and social context by focusing on the hardship and educational problems faced by the teachers in the region. In the first section of the study, information related to the research and explanations about the research method is presented. In the second section, findings of the study and interpretations of them are put forward. In the last section of the study, the results based on the findings of the study are summarized and several suggestions focusing on teachers’ problems are made with regard to establish a systematic and effective education system in the eastern part of Turkey. Keywords: Teacher issues, education reform, neo-liberalism, and Kurdish problem.
Global Perspectives and Challenges on Teacher Education in Turkey
2010
There have been noticeable developments in technology and knowledge all over the world which have created an amazing learning environment and impacted teaching and learning. As globalization and knowledge societies expand, reform on the teacher education programs is becoming an important issue because teachers are always seen as moderators of a changing society. Consequently, countries had to improve their educational systems in order to provide their people enough knowledge to use this technology. Paralleling fast changes in Turkish society, like in other countries, there have been some changes in the purpose of the functioning of education. Hence, the necessity to make improvements in teacher preparation and training is a current issue. To be highly qualified, teachers must be well prepared, especially in improving the quality of education facing global challenges. For this purpose, we need teacher education reform that aligns teacher preparation with the demands of an emerging in...
The Problem of Teacher Training in Turkey
Biotechnology & Biotechnological Equipment, 2005
One of the problems of higher education in Turkey is related with teacher training. Therefore, in the center of the attempts for renewing the Turkish Higher Education system lies the problem of teacher training and thus this article evaluates the teacher training policies that are presently being applied by the Higher Education Council. In this article, first a brief review of the history of teacher training is done, and in relation to this, the teacher training model that is being implemented in line with the related national and international improvements is examined in terms of the programs, management policies, quality of education, course contents, etc. In addition, it is discussed whether the courses' being classified as compulsory, elective, theoretical, practical, world knowledge, pedagogical formation, etc and the courses' credit formats are suitable for the profession of teaching. Within this framework, first the problems observed in the coordination and cooperation issues between the Ministry of National Education that is responsible for the employment of teachers and the Higher Education Council that is responsible for the training of teachers are pointed out, and a new structure and model is proposed considering the universal improvements. In order to make the teacher training and employment compatible with the local, regional, national, and international expectations and requirements and to develop a more functional and applicable model, a flexible and dynamic teacher training policy must be applied. In this respect, considering the realities of today's world, a consistent balance should be provided between the conflicting and shared needs of the individual and the society. As an extension of this, special attention must be paid to the prospective teachers' attainment of an awareness of universal citizenship by including multi-cultural and multilingual programs. This will ease the process of the internalization of the universal values such as democracy and human rights that have become widespread with the influence of globalization. In this article, the view that current teacher training policies, in their present formats, cannot meet the requirements of the country is supported. To provide a basis for this argument, Turkish teacher training program is examined as a sample that demonstrates the characteristic features of this system. Accordingly, by pointing out the restrictive features of a single type program which is standardized through a strict and categorical perspective and whose application is made compulsory in all parts of the country by the central authority, the adoption of new policies based on the universal improvements in training branch and classroom teachers is proposed. In summary, this article analyzes the problem of teacher training in Turkey through a technical, academic, and scientific perspective and supports the reconstruction of the current teacher training model of higher education by emphasizing the special importance of the profession of teaching in today's conditions.
General View of Teacher Education Policies of Turkey
1997
This paper describes the teacher education system in Turkey. It includes an overview of the history of modern teacher education in the country and outlines the current system. The present system actually began in 1924 with the Law on Unification of Education when all schools in Turkey were brought under a Ministry of National Education. Pre-school teacher education began in 1915, even before the Republic of Turkey was established in 1923. The former teacher education system for primary level teachers had separate systems for urban and rural schools, and a village program that educated students to return to their home villages as teachers. In 1954, the system of separate village institutes were closed. The nation-wide training period for primary teachers was 6 years after primary education or 3 years after junior high school until 1971 when it was extended to 7 years after elementary school. In 1973, the National Education Basic Law mandated higher education for all teachers. As of 1...
Teacher Training in Turkey From Historical Perspective
Journal of Literature and Art Studies, 2016
A major educational debate today concerns how to recruit and prepare teachers all over the world. In other words, policy makers in education attempt to figure out high quality initial teacher training programs. Similarly, one of the main controversial issues in Turkey is who is going to be a teacher. Alternative programs for recruiting and preparing teacher have been devised, discussed, and applied. However, these programs have been implemented not because of results of research comparing the effectiveness of teachers from different types of preparation backgrounds but the program has been implemented because of current government policies. Since Turkish education system is centralized, the Ministry of National Education appoints all novice teachers according to their scores in the nationwide state examination conducted by state for state employee. Teachers in Turkey are recruited from two sources: One is education faculty graduates to be teacher at elementary, middle and high schools. The other source is different faculty graduates such as faculty of literature, art, science, theology, and etc. to teacher, particularly, at high schools. The aim of this study is to review teacher training and recruitment in Turkey from 1923 to present. The method of this study is to analyze printed document and changing policies and reforms about training and recruiting teachers in Turkish schools. During the Republic Era teacher training policies and applications have been changed several times radically. In addition, the effectiveness of factors on teacher training policies in terms of year and theory is indicated.
European Journal of Educational Research, 2018
Within the scope of restructuring the secondary education efforts of the Ministry of National Education, it has been decided to abrogate the secondary school level teachers' schools. The purpose of this study is to evaluate Turkey's teacher education practices and the quest for qualified teacher education through the perceptions of the graduates of these high schools. The study is a phenomenological research based on interpretation. Data were obtained through interviews. The data obtained were analyzed in the vetting of candidate teachers, the curriculum to be used in the education process and its accreditation, and whom to be certified as teachers. The main results of this study, conducted with participants from the secondary school level teachers schools’ graduates, show that, in terms of teacher education, teachers' high schools present various opportunities by enrolling successful candidates, educating them as leaders, preparing them for multi-cultural environments. ...
A View on Teacher Training Programs in Turkey
2020
The issue of the training and employment of qualified teachers has continued to exist for a long time as a significant problem in Turkey. Sometimes the teachers are employed according to their KPSS (Public Personnel Selection Exam) results regardless of their majors and formation records. Moreover, this test only measures the knowledge of the candidates while it cannot evaluate the qualities such as attitude, behavior, self-sacrifice and professional idealism. However, these indispensable qualities of the profession are expected to develop automatically in line with the desire "to become a teacher" at the beginning of candidate's educational life, and the candidates are supposed to internalize the requirements of the profession. All institutions of higher education in Turkey possess a specific purpose of establishment; accordingly, the purpose of establishment in the Faculties of Education is to train teachers. Nevertheless, the formation program creates a perception i...
The purpose of this study is to evaluate past and present teacher training programs in line with ideas of experienced teachers and give suggestions about the future system. Partici-pants were 20 experienced teachers who graduated from Ordu-Perşembe Primary Teacher Training School and who have worked as teachers for at least 25 years. Qualitative re-search design was conducted and a semi-structured form including 12 questions was used. Content analysis was performed on the answers. The findings show some differences in teacher training system and teachers’ roles. Teachers were more social and prestigious in the past. However, most of them are now unwilling, distant from society and seen as official workers. The most important advantages of today’s teacher training system are technology usage and knowledge about global issues. Disadvantages are lack of practice and performance evaluation, and lack of emphasis on the affective domain of the teaching profession. It is thought that this study may provide new contributions to the construction of today’s teacher training system. Keywords: Teacher training system, experienced teacher, opinion, Turkey