Quality in Preservice Teacher Education: Exploring the Perceptions of Teacher Candidates and Teachers

Year 2024, Volume: 25 Issue: 1, 97 - 118, 15.05.2024

Salih Yılmaz Necdet Konan

https://doi.org/10.17679/inuefd.1396040

Abstract

The main purpose of this research is to examine the perceptions of education faculty students and education faculty graduate teachers regarding the quality of education faculties within a systemic approach. A quantitative survey research was conducted for this purpose. The population of the research consists of students in education faculties and education faculty graduate teachers in Türkiye, while the sample consists of 784 participants, including 567 education faculty students and 217 education faculty graduate teachers. The data of the research were collected using a developed scale. The research results showed that the participants' overall perceptions of the quality of education faculties were at a moderate level. The perception was found to be high in terms of teacher educators and classroom, moderate in terms of non-educational personnel, the learning-teaching process, school and faculty collaboration, output, and environmental; however, it was found to be low in terms of the encouragement of the teaching profession and feedback dimensions. Moreover, those who choose teaching as a profession due to positive factors such as social interests, family and teacher influence, and working conditions with children, as well as female teachers, had a more positive perception towards the quality of their faculties. Recommendations have been developed for policymakers, researchers, and practitioners to improve the quality of teacher preparation.

Keywords

quality in teacher preparation, teacher training

Hizmet Öncesi Öğretmen Eğitiminde Kalite: Öğretmen Adayı ve Öğretmen Algılarının İncelenmesi

Abstract

Bu araştırmanın temel amacı ise eğitim fakültelerinin kalitesine ilişkin eğitim fakültesi öğrencilerinin ve eğitim fakültesi mezunu öğretmenlerin algılarını, sistem yaklaşımı çerçevesinde incelemektir. Bu amaçla tarama modelinde nicel bir araştırma gerçekleştirilmiştir. Araştırmanın evreni Türkiye’deki eğitim fakültelerindeki öğrenciler ve eğitim fakültesi mezunu öğretmenlerden oluşmaktadır. Örneklemi ise 567’si eğitim fakültesi öğrencisi ve 217’si eğitim fakültesi mezunu öğretmen olmak üzere 784 katılımcıdan oluşmaktadır. Araştırmanın verileri geliştirilen ölçek ile toplanmıştır. Araştırma sonucunda, katılımcıların eğitim fakültelerine yönelik kalite algılarının genel olarak orta düzeyde olduğu belirlenmiştir. Öğretim elemanı ve sınıf boyutlarında yüksek; eğitici olmayan personel, öğrenme-öğretme süreci, okul ve fakülte işbirliği, çıktı ve çevre konularında orta düzeyde; ancak, öğretmenlik mesleğinin teşvik ediciliği ve geri bildirim boyutlarında düşük bulunmuştur. Öğretmenliği sosyal ilgi alanları, aile ve öğretmen etkisi, çocuklarla çalışma koşulları gibi olumlu etkileri ile seçenler ve kadın öğretmenler, fakültelerinin kalitesine ilişkin daha olumlu bir algıya sahip olduğu anlaşılmıştır. Öğretmen yetiştirmede kalitenin iyileştirilmesi temelinde politika yapıcılar, araştırmacılar ve uygulayıcılar için öneriler geliştirilmiştir.

Keywords

öğretmen eğitiminde kalite, öğretmen yetiştirme, öğretmen niteliği

References

• Adıgüzel, A. (2008). Achievement level of teacher education program standards in faculties of education [Unpublished doctoral dissertation]. Anadolu University, Eskişehir.
• Akar, T. ve Babadoğan, M. (2018). Opinions of academic administrators regarding constructing a quality culture at education faculties. Journal of Education and Future, (13), 1-11.
• Akbayır, K. ve Taş, Z. (2009). Preservice teacher’s views about mathematic education and teacher training. Journal of Qafqaz University, (26), 190-197.
• Bastian, K. C., Patterson, K. M., & Pan, Y. (2018). Evaluating teacher preparation programs with teacher evaluation ratings: Implications for program accountability and improvement. Journal of Teacher Education, 69(5), 429-447. https://doi.org/10.1177/0022487117718182
• Bastian, K. C., Sun, M., & Lynn, H. (2019). What do surveys of program completers tell us about teacher preparation quality? Journal of Teacher Education, 002248711988629. https://doi.org/10.1177/0022487119886294
• Bilgin Aksu, M. (2004). Fakülte – okul işbirliği semineri ve uygulama sürecinin değerlendirilmesi: Malatya ili örneği. XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 Temmuz 2004, İnönü Üniversitesi, Eğitim Fakültesi, Malatya.
• Bozak, A., Özdemir, T. ve Seraslan, D. (2016). The opinions of beginning teachers on education and training they had at faculties of education. Mustafa Kemal University Journal of Social Sciences Institute, 13(36), 100-113.
• Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Ankara. Pegem Akademi.
• Cheng, M. (2016). Quality in higher education. Sense Publishers
• Çakır, M., Ogan Bekiroğlu, F., İrez, S., Kahveci, A. ve Şeker, H. (2010). Evaluation of faculty-school partnership model: mentor teachers’ perspectives. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, (31), 69 – 81.
• Deveci, N. K. (2012). Investigation of the level of quality in services in higher education and the works of increase in quality level: A case study on public and private universities in Turkey [Unpublished master’s dissertation]. Atatürk University, Erzurum.
• Doğan, T. ve Çoban, A. E. (2009). The investigation of the relations between students’ attitude toward teaching profession and anxiety level in faculty of education. Education and Science, 34(153), 157-168.
• Education Faculties and Accreditation from the perspective of Educational Sciences (2007). Workshop Final Declaration. Retrieved from http://kitaplar.ankara.edu.tr/.
• Eurydice (2016). Quality assurance in higher education. Retrieved from https://webgate.ec.europa.eu /fpfis/mwikis/eurydice/ index.php/ Türkiye: Yükseköğretimde Kalite Güvencesi.
• Fray, L., & Gore, J. (2018). Why people choose teaching: A scoping review of empirical studies, 2007–2016. Teaching and Teacher Education, 75, 153-163. https://doi.org/10.1016/j.tate.2018.06.009
• Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development, 17(3), 334–346. https://doi.org/10.1080/13664530.2013.813766
• Gök, E. (2017). Defining quality in teacher education: Initial lessons from Turkish public higher education institutions. Educational Administration: Theory and Practice, 23(4), 623-673. https://doi.org/10.14527/kuey.2017.020
• Gökçe, E. (2005). Teacher candidates and supervising teachers’ opinions about activities of teaching practice in elementary schools. Ankara University Journal of Faculty of Educational Sciences, 38(1), 43-72. https://doi.org/10.1501/egifak_0000000108
• Gökçe, F. (2008). Quality education: Quality teacher, quality teaching. Çağdaş Eğitim Dergisi, (349), 8-15
• Gökçe, F. (2013). The views on KPSS (public personnel selection exam) of undergraduate students and trainees enrolled at a pedagogical formation program. H. U. Journal of Education, Special Issue, 1, 171-190.
• Göktaş, Ö. ve Şad, S. N. (2014). Assigning the practice teachers for school experience and teaching practice courses: criteria, challenges and suggestions. H. U. Journal of Education, 29 (4), 115-128.
• Günüç, S., Odabaşı, H. ve Kuzu, A. (2013). The Defining characteristics of students of the 21st century by student teachers: A twitter activity. Journal of Theory and Practice in Education, 9(4), 436-455.
• Hammerness, K., & Klette, K. (2015). Indicators of quality in teacher education: looking at features of teacher education from an international perspective. International Perspectives on Education and Society, 27, 239–277. https://doi.org/10.1108/s1479-367920140000027013
• Han, S. W. (2018). Who expects to become a teacher? The role of educational accountability policies in international perspective. Teaching and Teacher Education, 75, 141-152. https://doi.org/10.1016/j.tate.2018.06.012
• Han, S. W., Borgonovi, F., & Guerriero, S. (2018). What motivates high school students to want to be teachers? The role of salary, working conditions, and societal evaluations about occupations in a comparative perspective. American Educational Research Journal, 55(1), 3-39. https://doi.org/10.3102/0002831217729875
• Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of public economics, 95(7-8), 798-812. https://doi.org/10.1037/e722772011-001
• Henoch, J. R., Klusmann, U., Lüdtke, O., & Trautwein, U. (2015). Who becomes a teacher? Challenging the “negative selection” hypothesis. Learning and Instruction, 36, 46-56. https://doi.org/10.1016/j.learninstruc.2014.11.005
• Henry, G. T., Campbell, S. L., Thompson, C. L., Patriarca, L. A., Luterbach, K. J., Lys, D. B., & Covington, V. M. (2013). The Predictive Validity of Measures of Teacher Candidate Programs and Performance: Toward an Evidence-Based Approach to Teacher Preparation. Journal of Teacher Education, 64(5), 439–453. https://doi.org/10.1177/0022487113496431
• Hollins, E. R. (2011). Teacher preparation for quality teaching. Journal of Teacher education, 62(4), 395-407. https://doi.org/10.1177/0022487111409415
• Ingvarson, L. & Rowley, G. (2017). Quality assurance in teacher education and outcomes: A Study of 17 Countries. Educational Researcher, 46(4), 177–193. https://doi.org/10.3102/0013189x17711900
• Kara, D. ve Sağlam, M. (2014). Evaluation of professional teaching knowledge courses in terms of competencies regarding the learning and teaching process. Journal of Qualitative Research in Education, 2(3), 28-86.
• Karadüz, A., Eser, Y. Şahin, C. ve İlbay, A (2009). The Effectiveness of teaching practice module in opinions of final-year student teachers. Mustafa Kemal University Journal of Social Sciences Institute, 6(11), 442-455.
• Karasar, N. (2016). Bilimsel araştırma yöntemi: Kavramlar, ilkeler ve teknikler (31. basım). Nobel akademik yayıncılık.
• Karataş, S. ve Güleş, H. (2013). Evaluation of the selection exam for civil cervants (KPSS) from pre-service teachers’ perspectives. Journal of Theoretical Educational Science, 6(1), 102-119.
• Kavak, Y. (2018, Ekim). Türkiye’de Öğretmen Eğitimi Kalite Güvence Sisteminin Dünü, Bugünü ve Geleceği. II. Uluslararası Öğretmen Eğitimi ve Akreditasyon Kongresi, Rize. Retrieved from https://www.tedu.edu.tr/sites/default /files/content_files/sunu_ef_akreditasyon_rize_2018_v2.pdf
• Komorowska, H. (2017). Quality assurance in teacher education. Glottodidactica XLIV (1), https://doi.org/10.14746/gl.2017.44.1.02
• Konan, N. (2012). İlköğretim okulu ve lise öğretmenlerinin sigara içme alışkanlıkları. Sosyal Bilimler Dergisi, 2(4), 74-98.
• Koster, B., Brekelmans, M., Korthagen, F., & Wubbels, T. (2005). Quality requirements for teacher educators. Teaching and Teacher Education, 21(2), 157–176. https://doi.org/10.1016/j.tate.2004.12.004
• Lankford, H., Loeb, S., McEachin, A., Miller, L. C., & Wyckoff, J. (2014). Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving. Educational Researcher, 43(9), 444–453. https://doi.org/10.3102/0013189X14563600
• Melek, M. (2003). Quality management, accreditation in higher education and a research on getting student feedback as a tool for quality control in a foundation university (Unpublished doctoral dissertation). İstanbul University, İstanbul.
• Meraler, S. ve Adıgüzel, A.(2012). Determination of the views of faculty of education students on quality in higher education. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(97), 123-144.
• Ogan Bekiroğlu, F., Kahveci, A., İrez, S., Şeker, H. ve Çakır, M. (2010). Evaluating faculty-school partnership model: Pre-service teachers' views. Journal of Turkish Science Education, 7(4), 148-168.
• Özdemir, S., Kılınç, A. Ç., Öğdem, Z. ve Er, E. (2013). Examination of the satisfaction levels of education faculty students on the quality of faculty life according to different variables. Journal of Higher Education and Science, 3(3), 228-235.
• Rehber, E. (2002). Yükseköğretimde kalite sorunu: Akreditasyon ve kalite yönetimi. Uludağ University, Bursa.
• Ronfeldt, M., Brockman, S. L., & Campbell, S. L. (2018). Does cooperating teachers’ instructional effectiveness improve preservice teachers’ future performance?. Educational Researcher, 47(7), 405-418. https://doi.org/10.3102/0013189x18782906
• Savage, C., Ayaita, A., Hübner, N., & Biewen, M. (2021). Who chooses teacher education and why? Evidence from Germany. Educational Researcher. https://doi.org/10.3102/0013189X211000758
• Snoek, M., Swennen, A., & van der Klink, M. (2011). The quality of teacher educators in the European policy debate: actions and measures to improve the professionalism of teacher educators. Professional Development in Education, 37(5), 651–664. https://doi.org/10.1080/19415257.2011.616095
• Stewart, J., Lambert, M. D., Ulmer, J. D., Witt, P. A. & Carraway, C. L. (2017). Discovering quality in teacher education: Perceptions concerning what makes an effective cooperating teacher. Journal of Agricultural Education, 58(1), 280-299. https://doi.org/10.5032/jae.2017.01280
• Şahin, A. E. (2009). Assessing service quality in faculty of education via student satisfaction scale (FE-SSS). H. U. Journal of Education, (37), 106-122.
• Tatto, M. T., Richmond, G., & Carter Andrews, D. J. (2016). The research we need in teacher education. Journal of Teacher Education, 67(4), 247–250. https://doi.org/10.1177/0022487116663694
• Terzi, A. R. ve Tezci, E. (2007). The attitudes of the students towards teaching profession at Necatibey Education Faculty. Educational Administration: Theory and Practice, (52), 593-614.
• Uğurlu, Z. ve Kıral, E. (2012). The process of teacher candidates service-learning and the views relating with the attainments. Karabük Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(1), 59-93.
• Vagi, R., Pivovarova, M., & Miedel Barnard, W. (2019). Keeping our best? A survival analysis examining a measure of preservice teacher quality and teacher attrition. Journal of Teacher Education, 70(2), 115-127. https://doi.org/10.1177/0022487117725025
• von Hippel, P. T., & Bellows, L. (2018). How much does teacher quality vary across teacher preparation programs? Reanalyses from six states. Economics of Education Review, 64, 298-312. https://doi.org/10.1016/j.econedurev.2018.01.005
• Whitehurst, G., Chingos, M. M., & Lindquist, K. M. (2014). Evaluating teachers with classroom observations. https://eric.ed.gov/?id=ED553815
• Yalçın İncik, E. ve Tanrıseven, I. (2012). Opinions of the instructors and the teacher candidates in the faculty of education about student centered education sample of Mersin University. Mersin University Journal of the Faculty of Education, 8(3), 172-184.
• Yılmaz, K. (2011). Social responsibility of education faculties and the lessons of community service practices: a qualitative study. Journal of Theoretical Educational Science,, 4(2), 86-108.
• Yılmaz, S. (2020). Eğitim fakültelerinin kalitesini geliştirme çabaları ve bir model önerisi [Doktora Tezi]. İnönü Üniversitesi
• YÖK / World Bank (1999). Türkiye'de öğretmen eğitiminde standartlar ve akreditasyon. https://www.yok.gov.tr/Documents/Yayinlar/ Yayinlarimiz/turkiyede_ogretmen_egitiminde_standartlar_ve_akreditasyon.pdf
• YÖK (2018). Tercih anketi. http://www.yok.gov.tr/web/guest/yok-un-tercih-anketi-sonuclandi