Dünyadaki Farklı Bölgelere Göre Okul Öncesi Öğretmen Yeterliklerinin Sürdürülebilirlik Çerçevesinden İncelenmesi

Abstract

Bu çalışmanın amacı, dünyanın farklı coğrafi bölgelerinde uygulanan okul öncesi öğretmen yeterliklerini karşılaştırmalı olarak inceleyerek bu yeterliklerin benzer ve farklı yönlerini sürdürülebilirlik çerçevesinde ortaya koymaktır. Bu kapsamda, farklı kıtalarda yer alan ülkelerde yetkili kurumlar tarafından belirlenen okul öncesi öğretmen yeterlikleri araştırma kapsamına dâhil edilmiştir. Çalışmada; güney yarım kürede yer alan Avustralya’nın, Amerika kıtasından California, Güney Caroline ve Massachusetts eyaletlerinin, Güneydoğu Asya ülkelerinin yanı sıra Avrupa ülkelerinden İngiltere ve Türkiye’nin okul öncesi öğretmen yeterlikleri sistematik bir biçimde incelenmiştir. Yapılan analizler sonucunda, sürdürülebilir kalkınma hedeflerinin SKA2, SKA3, SKA4, SKA8, SKA11, SKA16 ve SKA17 çevresinde yoğunlaştığı ortaya konulmuştur. İncelenen ülkelerde belirlenen öğretmen yeterliklerinin ana temalarının büyük ölçüde örtüştüğü, buna karşın alt yeterliklerin her ülkenin kültürel yapısı, toplumsal özellikleri ve eğitimsel öncelikleri doğrultusunda farklı biçimlerde yapılandırıldığı belirlenmiştir. Belirlenen ana yeterlik temalarının nitelikli eğitimi sağlamak hedeflenerek çağın gerekliliklerine yanıt verecek şekilde öğretmenlerin mesleki donanımlarını güçlendirmeyi hedeflediği ve öğretmenlerin gelişim bilgilerini etkin bir biçimde kullanarak çocukların bireysel farklılıklarını ve gelişimsel gereksinimlerini karşılamalarını amaçladığı görülmektedir. Bununla birlikte öğretmenlerin söz konusu yeterlikleri nasıl geliştirecekleri ve sürdüreceklerine ilişkin yaklaşımların ülkeler arasında farklılık gösterdiği ortaya konulmuştur.

Keywords

• Eğitim
• Okul öncesi eğitim
• Okul öncesi öğretmen yeterlikleri
• Sürdürülebilirlik.

Supporting Institution

Bu çalışmanın hazırlanma sürecinde doğrudan katkı sunan kişi ya da kurum bulunmamaktadır.

Ethical Statement

Bu çalışma, kamuya açık veri tabanlarında yer alan yayımlanmış çalışmaların doküman incelemesine dayalı olarak gerçekleştirildiğinden, insan katılımcılarla doğrudan veri toplama süreci içermemekte olup etik kurul onayı gerektirmemektedir.

An Examination of Preschool Teacher Competencies in Different Regions of the World from a Sustainability Perspective

Abstract

The purpose of this study is to examine the qualifications of preschool teachers applied in different geographical regions of the world in a comparative manner and to reveal the similarities and differences of these qualifications within the framework of sustainability. In this context, the qualifications of preschool teachers determined by the competent authorities in countries located on different continents have been included in the scope of the research. The study systematically examined the early childhood teacher qualification systems in Australia (located in the Southern Hemisphere), the U.S. states of California, South Carolina, and Massachusetts, Southeast Asian countries (located in the Northern Hemisphere), as well as the European countries of the United Kingdom and Türkiye. The analyses revealed that the standards were largely concentrated around SDGs 2, 3, 4, 8, 11, 16, and 17. It was determined that the main themes of teacher competencies identified in the countries examined largely overlapped, but that the sub-competencies were structured differently in each country according to its cultural structure, social characteristics, and educational priorities. It was observed that the identified main competency themes aim to strengthen teachers' professional skills in a way that meets the requirements of the era, with the goal of providing quality education, and to enable teachers to effectively use their developmental knowledge to meet children's individual differences and developmental needs. It is evident that the identified core competency themes aim to strengthen teachers' professional skills in a way that meets the demands of the modern era, with the goal of providing quality education, and that they aim to enable teachers to effectively use their developmental knowledge to address children's individual differences and developmental needs. However, it has been revealed that approaches to how teachers will develop and maintain these competencies vary between countries.

Keywords

• Education
• Pre-school education
• Competencies of pre-school education teachers
• Sustainability.

Supporting Institution

No individual or institution directly contributed to the preparation of this study.

Ethical Statement

This study was conducted based on a document review of published studies in publicly available databases; therefore, it does not involve a direct data collection process with human participants and does not require ethical committee approval.

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