Yükseköğretimde Pedagojik Formasyon İhtiyacı: Türkiye'de Akademik Kadroların Öğretim Yeterliliği Üzerine Bir Değerlendirme

Abstract

Bu çalışma, Türkiye'de yükseköğretim kurumlarında görev yapan öğretim elemanlarının pedagojik yeterlilik düzeylerini değerlendirmeyi ve bu alandaki yapısal eksiklikleri ortaya koyarak çözüm önerileri sunmayı amaçlamaktadır. Araştırmada nitel yöntem kullanılmış, literatür taraması ve karşılaştırmalı doküman analizi yoluyla Türkiye’deki durum Finlandiya, İsveç, Hollanda, Birleşik Krallık, Kanada ve Avustralya gibi ülkelerdeki pedagojik formasyon modelleriyle karşılaştırılmıştır. Türkiye’de öğretim elemanlarının önemli bir kısmı pedagojik formasyon eğitimi almadan ders vermeye başlamaktadır. Bu durum sınıf yönetimi, ölçme-değerlendirme, öğrenciyle etkileşim ve öğretim tasarımı gibi temel alanlarda çeşitli yetersizliklere yol açabilmektedir. Eğitim fakültesi kökenli akademisyenlerin pedagojik açıdan görece daha donanımlı olduğu, ancak bu farkın sistem geneline yansımadığı görülmektedir. Uluslararası örneklerde ise öğretim üyelerinin pedagojik gelişimini desteklemek amacıyla yapılandırılmış eğitim programları, mentorluk sistemleri ve sertifikasyon süreçlerinin yaygın biçimde uygulanmaktadır. Bu doğrultuda, Türkiye'de yükseköğretim alanında pedagojik yeterliklerin kurumsal bir yapıya kavuşturulması, öğretim becerilerini destekleyici programların yaygınlaştırılması ve bu sürecin akademik yükselme kriterlerine entegre edilmesi gerektiği sonucuna ulaşılmıştır.

Keywords

• Pedagojik Yeterlik
• Yükseköğretim
• Öğretim Kalitesi

The Need for Pedagogical Formation in Higher Education: An Evaluation on the Teaching Competence of Academic Staff in Türkiye

Abstract

Introduction Higher education institutions are multidimensional learning environments that enable individuals to acquire academic knowledge, as well as critical thinking, problem-solving, and creative skills. In this context, instructors' pedagogical competencies, as well as their subject knowledge, are critical for the quality of the learning process. In Turkey, however, most academics working in higher education institutions begin teaching without receiving any training in pedagogy. This may result in a decline in teaching quality, student dissatisfaction, and suboptimal learning outcomes. This study aims to evaluate the pedagogical competencies of academic staff in Turkey, compare them with international practices, and highlight the need for pedagogical training. Literature Review It is widely acknowledged within the field of international literature that pedagogical formation is a pivotal factor in enhancing the quality of education in higher education settings. In countries such as the Nordic countries, the Netherlands, the United Kingdom, Canada and Australia, there is a widespread implementation of structured training programs and certification processes that support the pedagogical development of faculty members. For instance, in the Netherlands, the "University Teaching Qualification" certificate is mandatory for all academic staff, while in Norway, faculty members are obliged to complete a specified number of hours of pedagogical training. In the UK, the Higher Education Academy (HEA) is responsible for the standardisation and promotion of teaching quality through its accreditations. In Canada and the USA, Teaching and Learning Centres established within universities support pedagogical development. In Turkey, however, pedagogical formation is not compulsory and institutional support is limited, resulting in inequalities and inadequacies in teaching quality. Discussion and Conclusion The absence of pedagogical training within higher education institutions in Turkey has been identified as a significant impediment to the advancement of pedagogical knowledge and competencies among instructors, resulting in the adoption of student-centred teaching methodologies that are limited in scope. Despite the apparent pedagogical superiority of academics from faculties of education, this does not guarantee the sustainability of quality throughout the system. A survey of international examples demonstrates that the establishment of mandatory and systematic pedagogical training programmes is an effective strategy for enhancing teaching quality. In Turkey, structures such as the National Education Academy for teachers within the Ministry of National Education can be considered a significant model for the institutionalisation of pedagogical development in higher education. Furthermore, the integration of pedagogical formation into the criteria for academic promotion would serve to encourage academic staff to develop in this field. The enhancement of pedagogical formation in higher education has been demonstrated to engender improvements in the quality of teaching, as well as exerting a favourable influence on student success, satisfaction and learning outcomes. In order to ensure the ongoing quality of higher education in Turkey, it is essential that institutional and systematic steps are taken in this field. International practices indicate the necessity of mandatory and structured pedagogical training. In this context, structural reforms are required, including the compulsory nature of pedagogical formation, the establishment of mentoring systems, and the opening of centres to support teaching skills. The notion of universities of the future entails a paradigm shift in the role of academics, who will no longer be confined to the mere transmission of knowledge. Instead, they will assume a multifaceted role that encompasses the facilitation of learning and interaction with students. It is therefore imperative that the dissemination and institutionalisation of pedagogical formation is a priority for Turkey's academic future.

Keywords

• Pedagogical Competence
• Higher Education
• Teaching Quality

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