Candidate Teacher Education Program Confusion in Turkey

Year 2018, , 407 - 419, 15.04.2018

Figen Cam Tosun , Muzaffer Simsek

https://doi.org/10.12973/eu-jer.7.2.407

Abstract

In this research, the purpose is to
investigate the practice of teacher candidate procedure and engage in a
discourse on the teacher candidates’ views on the practice. The qualitative
method has been used in order to analyze teacher candidates’ views on the
subject. The subjects of the study comprise 57 teacher candidates currently
working in Bayburt. Semi-structured interview forms consisting of questions
about the way the teacher candidate education is implemented and questions that
refer to their thoughts about the practice were used as data gathering
instrument. In this research, content analysis technique has been used for the
analysis of the data collected through the interviews. The codes reached
through the answers from the informants and their frequencies have been given.
The codes with high frequencies have been supported with excerpts from teacher
candidates. As a result of the study, it has been found out that most of these
teachers who were involved in teacher candidate training consider it ‘a waste
of time'. With flexibilities allowed and without proper planning, the practice
of the procedure is found to have prevented achievement of the goal.
Furthermore, the practice of contract adjunct teaching has also brought about
some contradictions.

Keywords

Teacher candidate education, teacher candidate, teacher trainee procedures, initial teacher education

References

• Aksu, M. B., Aksu, T., Apaydin, C., Kasalak, G. Tan, O., & Senol, Y. (2015). Promoting practical training process of novice teachers through peer consultation and clinical supervision. Educational Administration: Theory and Practice, 21(2), 131-160. DOI: 10.14527/kuey.2015.006
• Altunya, N. (1990). Koy Enstitulerinin tarihcesi: Kurulusunun 50. yilinda Koy Enstituleri [History of Village Institutes: Village Institutes in the 50th year of foundation]. Ankara: Egit-Der Yayinlari 2.
• Arkin, G. (1945). Ilk okul ogretmenine temel kitap [Basic book to primary school teacher]. Istanbul: Turkiye Yayincilik.
• Balci, A. (2000). Orgutsel sosyallesme: kuram, strateji ve taktikler [Organizational socialization: theory, strategy and tactics]. Ankara: PegemA Yayincilik
• Bas, T. (2001). Anket [Questionnaire]. Ankara: Seckin Yayinlari.
• Buyukozturk, S. (2005). Anket gelistirme [Questionnaire development]. The Journal of Turkish Educational Sciences, 3(2), 133-151.
• Duran, E., Sezgin F., & Coban O. (2011). Examining candidate classroom teachers’ compliance and socialization process. Dumlupinar University Journal of Social Sciences, 31, 465-478
• Ekinci, A. (2010). Roles of headmasters on the job-training of the pre-service teachers. Dicle University Journal of Ziya Gokalp Faculty of Education, 15, 63-77
• Ergenekon, Y. (2009). The support services being provided to the special education teachers in their first year. Ankara University Journal of Faculty of Educational Sciences,  42(1), 215-239
• Evertson, C. M., & Smithey, W. M. (2000). Mentoring effects on proteges classroom practice: An experimental field study. The Journal of Educational Research, 93(5), 294-305.
• Feiman-Nemser, S., & Parker, M. B. (1990). Making subject matter part of the conversation of learning to teach. Journal of Teacher Education, 41(3), 32-43.
• Gokulu, A. (2017). Prospective teachers’ views about the prospective teacher training process in Turkey. International Journal of Social Sciences and Education Research, 3(1), 111-123.
• Gul, I., Turkmen, F., & Aksel, N. (2017). Evaluation of the candidate teacher training course according to candidate teacher opinions. Hitit University Journal of Social Sciences Institute, 10(1), 365-388
• Heinz, M. (2008). The composition of applicants and entrants to teacher education programmes in Ireland: trends and patterns. Irish Educational Studies, 27(3): 223-240. doi: 10.1080/03323310802242153
• Hoy, W.K., & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27(2), 279-300.
• Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Education Research, 81(2), 201-233
• Kane, R.G. (2008). Evaluation of the new teacher induction program (NTIP) year one results executive summary. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/memos/june2008/ExecutiveNTIP.pdf
• Korkmaz, I., Saban, A., & Akbasli, S. (2004). Professional challenges encountered by beginning classroom teachers. Educational Administration in Theory & Practice, 38, 226-277.
• Kozikoglu I., & Cokuk, K.  (2017). Beginning teachers' completion of induction program in a different province: opinions and experiences of beginning teachers. Ankara University, Journal of Faculty of Educational Sciences, 50(2), 167-200.
• Kosterelioglu I., & Akin Kosterelioglu, M. (2008). Stajyer ogretmenlerin mesleki yeterliklerini kazanma duzeylerine iliskin algilari. Sakarya Univesity Journal of Arts and Science, II, 257-275
• Kumbetoglu, B. (2005). Sosyolojide ve Antropolojide Niteliksel Yontem ve Arastirma [Qualitative Method and Research in Sociology and Anthropology]. Istanbul: Baglam Yayincilik.
• Kurum Yapicioglu, D., Ozturk T., & Yetim N. (2016). Sen stajyer ogretmen misin? Aday ogretmen misin? Ogretmen misin? Aday ogretmenlik uygulamasi uzerine bir inceleme. 4th International Conference on Curriculum and Instruction, Antalya, Turkey
• Lay, C. D., Pinnegar, S., Reed, M., Wheeler, E.Y., & Wilkes, C. (2005). The positioning of preservice teacher candidates entering teacher education. In Jere Brophy, Stefinee Pinnegar (Ed.) Learning from research on teaching: Perspective, methodology and representation. Advances in Research on Teaching, 11, 235–252.
• Liaw, E. C. (2009). Teacher efficacy of pre-service teachers in Taiwan: The influence of classroom teaching and group discussions. Teaching and Teacher Education, 25(1), 176-180.
• Lynch, R., McCormack, O., & Hennessy, J. (2017). Exploring the position of curriculum studies across the continuum of teacher education in Ireland. Irish Educational Studies. doi: 10.1080/03323315.2017.1350595
• Mingo, A. L. W. (2012). Evaluating the impact of the beginning teacher induction program on the retention rate of beginning teachers (Unpublished Doctorate Dissertation). Gardner-Webb University, NC, USA.
• Odell, S. J., & Ferraro, D. P. (1992). Teacher mentoring and teacher retention. Journal of Teacher Education, 43(3), 200-204.
• Oral S., & Demir, F. (2016). Aday ogretmenlerin aday ogretmen yetistirme surecine iliskin gorusleri. 4. International Conference on Curriculum and Instruction, Antalya, Turkey
• Organization for Economic Co-operation and Development (OECD). (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD. Retrieved at 26.10.2017 from https://www.oecd.org/edu/school/34990905.pdf
• Sarica R., & Turan- Ozpolat E. (2016). Aday ogretmen yetistirme surecine iliskin aday ogretmen gorusleri (Gaziantep-Osmaniye illeri ornegi) 4. International Conference on Curriculum and Instruction, Antalya, Turkey
• Schaffer, E., Stringfield, S., & Wolfe, D. (1992). An innovative beginning teacher induction program: A two-year analysis of classroom interactions. Journal of Teacher Education, 43(3), 181-192.
• Secer, Z., Celikoz, N., & Kayili, G. (2010). Problems in school practices in department of pre-school teaching and solution offers. YYU Journal of Education Faculty, 7(1): 128-152.
• Seferoglu, S. S. (2000). The role of experienced teachers in teacher development. Education and Science, 25(118), 9-17.
• Solak, I. (1999). Aday ogretmenlerin yetistirilmesine iliskin yonetmelikte ongorulen uygulamali egitimin degerlendirilmesi (Unpublished master’s thesis). Inonu University Institute of Social Sciences, Malatya, Turkey.
• Thompson, M., Paek, P., Goe, L., & Ponte, E. (2005). The impact of new teacher induction on teacher practices and student learning. In Annual Meeting of the American Educational Research Association. Montreal, Canada: Educational Testing Service. Retrieved from http://www. ets. org/research/dload/AERA_2005_Thompson.pdf.
• Tuncbilek M., & Tunay T. (2017). Percieve of relevant parties to canditate teacher training process of ministry of national education in Turkey. Electronic Journal of Social Sciences, 16(61), 412-427.
• Turk Egitim-Sen. (2017). Ucretli ogretmen sayisi 81 ilde 63 bin 829 [Number of paid teachers in 81 cities 63829]. Retrieved at 14.06.2017 from https://www.turkegitimsen.org.tr/icerik_goster.php?Id=11440
• Ulubey, O. (2018). Evaluation of novice teacher training program. Hacettepe University Journal of Education, 33(2), 480-502.
• Ute, I. H. (1990). Application of candidacy in teaching and role of the manager (Unpublished doctoral thesis). Firat University Institute of Social Sciences. Elazig.
• Yildirim Haciibrahimoglu, B. (2016). Prospective early childhood teachers’ mental images about the concepts of “supervising teacher”. Turkish Online Journal of Qualitative Inquiry (TOJQI), 7(3), 245-278.
• Yildirim, A., & Simsek, H. (2005). Sosyal Bilimlerde Nitel Arastirma Yontemleri [Qualitative research methods in the social sciences]. Ankara: Seckin Yayinlari.