Search for a new model in pre-service teacher education (original) (raw)
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The aim of this study was to determine the strengths of the undergraduate teacher education program and pedagogical formation certificate program (PFCP) offered at faculties of education in Turkey as part of Pre-service Teacher Education. The study also aimed to relate these strengths to appropriate action opportunities and reveal the weaknesses and potential threats of programs. This study was carried out using the qualitative case study method. The participants of the study were selected based on maximum variation. Data were collected with focus group interviews with academicians from different universities. The 27 participants were from the Curriculum and Instruction field. Focus group interviews were conducted using SWOT analysis technique. The data were analyzed with content analysis and NVİVO 10 was used. When the results obtained are considered as a whole, it can be pointed out that PFCP is a practice that lowers the quality in pre-service teacher education. In addition, far from the objective of providing pedagogical knowledge construction, PFCP decreases the scientific and ethical value of teaching profession and threatens the existence of faculties of education. Based on the findings of the study, the weaknesses identified in undergraduate teacher education programs need to be addressed and to increase quality in pre-service teacher education taking into account its strengths.
Views of the pre-service teachers classroom training or the values education (Value training course)
2020
Bu çalışmada, Değerler Eğitimi dersini alan sınıf öğretmeni adaylarının derse ilişkin görüşlerinin belirlenmesi amaçlanmıştır. Araştırmada, nitel araştırma desenlerinden durum çalışması kullanılmıştır. Çalışma grubunu, 2017-2018 Eğitim-Öğretim yılı güz döneminde Nevşehir Hacı Bektaş Veli Üniversitesi Eğitim Fakültesi Sınıf Eğitimi 4. sınıfta öğrenim gören ve değerler eğitimi dersini alan, 5 kız ve 3 erkek olmak üzere, 8 öğretmen adayı oluşturmaktadır. Ders, ilk 6 hafta teorik ağırlıklı olmak üzere teorik ve uygulamalı olarak yürütülmüş, diğer 8 haftada ise öğretmen adaylarının yaparak yaşayarak öğrenmeyi esas alarak hazırlamış oldukları aktif öğretim yöntem ve tekniklerine dayalı etkinliklerle işlenmiştir. Dönem sonunda dersi tamamlayan öğretmen adaylarıyla odak grup görüşmesi yapılmıştır. Odak grup görüşmesinden elde edilen veriler içerik analizine tabi tutulmuştur. Elde edilen veriler çerçevesinde, öğretmen adayları değerler eğitiminin önemine ve toplumların geleceğindeki yerine v...
AN ANAYLSIS ON PRE-SERVICE TEACHERS’ TEACHING CONCEPTION
The purpose of this study is to determine whether the pre-service teachers’ teaching conceptions differ with regards to different variables. The participants of the study consisted of 1021 male and 990 female preservice teachers who have taken the teaching internship class at the senior class in faculty of education. The data were gathered with fivepoint Likert type Teaching Conception Scale. Data were analyzed using Independent-Samples t Test and One Way Variance Analysis methods as well as descriptive analysis. According to the results of the study female preservice teachers have more student centered teaching conception rather than male pre-service teachers. The pre-service teachers who are educated in mathematics and science departments have more teachers centered teaching conception and adopt less student centered strategy in comparison with the pre-service teachers who are educated in social sciences. The results of the study demonstrate that for developing student centered teaching conception of pre-service teachers, teacher educators should be role model and student centered instruction methods should be used especially in science and technology departments.
THE PRE-SERVICE PRESCHOOL TEACHERS' PERCEPTION OF MENTOR TEACHER
Route Educational and Social Science Journal, 2017
School practices are extremely important for the professional development of pre-service teachers in the process of developing qualified teachers. Pre-service teachers are in need of mentor teachers who can provide consultancy toward improving their teaching skills in the process of preparation to the profession. Mentor teacher is a person who teaches, consults and guides in order to improve inexperienced teachers in the profession. Mentor teacher guides pre-service or in-service teachers toward knowing themselves and setting a goal for areas that they need to improve themselves in. Moreover, mentor teachers help inexperienced teachers to gain professional experience and develop a sense of professional liability. This study aims to evaluate mentoring skills of practice teachers from pre-service preschool teachers' point of views. The sample of the study consists of 200 pre-service preschool teachers who completed the teaching practice courses at the Akdeniz University, Faculty of Education, Department of Preschool Education. In this study, Supervising Teacher Competency Scale-STCS developed by Kiraz (2003) is used as data collection tool. According to the findings of the study, mentoring skills of practice teachers in terms of planning instruction and preparation for practice are at a moderate level; however, mentoring skills of practice teachers in terms of vocational guidance are unsatisfactory. Özet Nitelikli öğretmen yetiştirirken okul uygulama çalışmalarının yapılması aday öğretmenlerin profesyonel gelişimi açısından son derece önemlidir. Öğretmen adayları mesleğe hazırlanırken öğretmenlik becerilerinin geliştirilmesi konusunda kendilerine rehberlik yapabilecek nitelikte mentör öğretmenlere gereksinim duymaktadırlar. Mentor öğretmen, meslekte deneyimsiz olan bireyleri geliştirmek için öğretmenlik, danışmanlık ve yönlendirme yapan kişidir. Mentor öğretmen, danışmalık rolü üstlendiği için mesleğe yeni başlayacak olan öğretmen adaylarına ya da öğretmenlere, kendini tanımasına kendisinde geliştirebileceği alanlarla ilgili hedef belirlemesine rehberlik eder. Ayrıca, mentorler deneyimsiz öğretmenlerin mesleki deneyim kazanmasına ve beraberinde mesleki sorumluluk duygusu geliştirmesine yardımcı olur. Bu çalışmanın amacı, uygulama öğretmenlerinin mentorluk becerilerinin okul öncesi öğretmen adaylarının bakış açısıyla değerlendirilmesidir. Araştırmanın örneklemini, Akdeniz Üniversitesi Eğitim Fakültesi Okul Öncesi Eğitimi Anabilim Dalı Öğretmenlik Uygulaması derslerini tamamlayan 200 öğretmen adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak Kiraz (2003) tarafından geliştirilen Uygulama Öğretmeni Yeterlilik Ölçeği kullanılmıştır. Araştırma sonucunda uygulama öğretmenlerinin mentorluk becerilerinin, öğretimi planlama ve uygulamaya hazırlık açısından orta düzeyde, mesleki rehberlik açısından ise yetersiz oldukları tespit edilmiştir.
Pre-Service Teachers' Levels of Preparedness to Teach
Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 2019
In this research, it was aimed to determine the preparedness levels of pre-service teachers for teaching profession regarding various variables. The research using the survey model was conducted with 192 pre-service teachers studying in science and biology teacher education departments in the academic year of 2017-2018. The research focus on investigating variables of gender, choices of master science, grade level and mean of academic achievement on preparedness to teach of pre-service teachers’. Preparedness to Teach Scale was used as data collection. The scale is based on a 5-point Likert type consisting of 4 sub-factors and 20 questions, namely "Effective learning", "Teaching process design","Technopedagogical competence" and "Understanding of learning". The questions in question; 1=very insufficient, 5=very sufficient. In this study, the reliability of the scale was determined by Cronbach's alpha coefficient (α=.92), scale-forming effective learning (α=.83) designing the teaching process (α=.84), technopedagogical competence (α=.82) and learning comprehension (α=.64). It was determined that the level of pre-service teacher' preparedness to the teaching profession, the main science department in which they are studying, the willingness to come to the main science branch, the class level and the language grade average variables are statistically different. In terms of the gender variable, it was determined that there was no statistically significant difference in the level of preparedness of the pre-service teachers to the teaching profession. All of the sub-factors of the scale used in the study were determined as a variable that makes a meaningful difference in grade level.
Acquisition of the curriculum development knowledge in pre-service teacher education
2021
The present study aimed to investigate senior teacher candidates' theoretical knowledge about curriculum development, their perceived competence for subjectspecific curriculum knowledge, and the curriculum-related courses taken during their pre-service teacher education. As a survey, the study was carried out with 473 senior teacher candidates majoring in the elementary science, elementary mathematics, English language, and classroom teaching programs of the education faculties at two public universities in Ankara during the 2017-2018 academic year. The data were gathered through the Curriculum Development Knowledge Test and the Subjectspecific Curriculum Questionnaire and analyzed by making use of the descriptive and inferential statistical methods. The findings revealed that the curriculum development and subject-specific curriculum related courses in the pre-service teacher education programs were limited. According to the results, senior teacher candidates did not feel very competent in subject-specific curriculum knowledge and they had very limited and superficial knowledge about curriculum development. In the light of these results, it is recommended that curriculum development should be acknowledged as one of the core competencies of pre-service teacher education programs and should be associated with all related courses both horizontally and vertically, embedded deliberately in the teaching-learning process.
Factors affecting pre-service teachers’ choice of teaching as a profession
2010
ABSTRACT: The aim of this study was to find out the factors affecting pre-service teachers' choice of teaching as a profession. Besides, whether the factors change with respect to pre-service teachers' gender was also investigated. The study was carried out at the beginning of the fall semester of 2009-2010 academic year with pre-service teachers enrolling to programs including primary teaching, science teaching, social sciences teaching, English teaching, Turkish teaching and preschool teaching.
Investigation of Pre-Service Teachers’ Attitudes towards Teaching Profession
This study aimed at investigating the pre-service teachers’ attitudes towards the teaching profession in terms of their motives and demographics. This study was designed as a relational screening model. The participants were composed of 222 pre-service teachers studying at Gaziosmanpasa University. The data were collected using personal information form and the profession of teaching attitude scale. In order to determine whether the attitude scores differ in terms of gender and their motives, independent-samples t-test was conducted. As for the grade and age variables, One-Way ANOVA and Pearson correlation analysis were run. The analyses concluded that participants’ attitudes towards teaching profession didn’t differ in terms of their grade. However, significant differences were determined in terms of gender and motives. Within this context, female participants and participants choosing teaching profession with internal motives had significantly higher attitudes towards teaching profession when compared to other participants.