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Öğretmen Adaylarının Kırsal Kesimdeki Okullara İlişkin Algıları: Uygulama ve Okul Deneyimi Programları

Year 2020, Volume: 10 Issue: 3, 584 - 585, 30.12.2020

Seyithan Demirdağ

Abstract

Kentsel yaşam standartları ile kırsal yaşam standartları arasında önemli farklılıklar vardır. Farklı yaşam standartları öğretmen dağılımını
etkilemektedir. Öğretmen işgücünün eşitsiz dağılımı Amerika Birleşik Devletleri’nin (ABD) eğitim sistemindeki en büyük sorunlardan
biri olmuştur. Bu durumun öğrenci başarısı üzerinde olumsuz etkileri vardır. Özellikle kırsal kesimdeki kötü yaşam standartları nedeniyle
buradaki okullarda kaliteli öğretmenlere sahip olmak oldukça zordur. Kırsal okullarda görev yapan öğretmenler genellikle derslerin içeriği
konusunda daha az pedagojik eğitim ve deneyime sahiptirler. Bu nitel çalışmada araştırmacılar, öğretmen adaylarının kırsal okullarla
ilgili öğretmen adaylarının uygulama ve okul deneyimine ilişkin algılarını incelemeyi amaçlamışlardır. Çalışmada, uygulama ve kurum deneyimi için 30’ar öğretmen adayı yer almıştır. Bu programlar, kırsal okullara daha kaliteli öğretmenler çekmek için ABD’nin Wisconsin
eyaletindeki Kooperatif Eğitim Hizmetleri Birimi (CESA 8) tarafından yürütülmüştür. Çalışmada toplanan veriler içerik analizi yöntemi
kullanılarak analiz edilmiştir. Çalışma sonuçlarına göre hem uygulama hem de okul deneyimi programında bulunan katılımcıların kırsal
kesimde bulunan okullarla ilgili problemleri ve olumlu yönleri benzer şekilde algıladıkları görülmüştür.

Keywords

Kırsaldaki okullar uygulama okul deneyimi öğretmen dağılımı algılar

References

  • Akiba, M., LeTendre, K., & Scribner, P. (2007). Teacher quality, opportunity gap, and national achievement in 46 countries. Educational Researcher, 36(7), 369–387.
  • Barley, Z. A. (2009). Preparing teachers for rural appointments: Lessons from the mid-continent. The Rural Educator, 30(3), 10-15.
  • Boe, E. E., Cook, L. H., & Sunderland, R. J. (2008). Teacher turnover: Examining exit attrition, teaching area transfer, and school migration. Exceptional Children, 75(1), 7-31.

The Perceptions of Teacher Candidates About Rural Schools: Practicum and Student Teaching Programs

Year 2020, Volume: 10 Issue: 3, 584 - 585, 30.12.2020

Seyithan Demirdağ

Abstract

There are considerable differences between urban living standards and rural living standards. Such standards may affect teacher distribution.
The inequitable distribution of teacher labour force has been one of the major problems in education system of the United States. This
situation has adverse impacts on student achievement. Especially schools in rural areas have difficulty to recruit quality teacher because
of poor living standards. Teachers serving in rural schools are generally less qualified in pedagogical training, experience, test scores, and
subject-matter content. In this qualitative study, the researchers aimed to examine the perceptions of teacher candidates in practicum and
student teaching programs about rural schools. The study included 30 students from practicum program and 30 students from student
teaching program. The programs were conducted by the Cooperative Educational Service Agency 8 (CESA 8) in the state of Wisconsin,
USA to attract more quality teachers to rural schools. Content analysis method was employed to analyse the qualitative data. The results
of the study showed that the perceptions of students in both practicum and student teaching programs seem to be alike regarding the
advantages and challenges of rural schools

Keywords

Rural schools Practicum Student teaching Teacher distribution Perceptions

References

  • Akiba, M., LeTendre, K., & Scribner, P. (2007). Teacher quality, opportunity gap, and national achievement in 46 countries. Educational Researcher, 36(7), 369–387.
  • Barley, Z. A. (2009). Preparing teachers for rural appointments: Lessons from the mid-continent. The Rural Educator, 30(3), 10-15.
  • Boe, E. E., Cook, L. H., & Sunderland, R. J. (2008). Teacher turnover: Examining exit attrition, teaching area transfer, and school migration. Exceptional Children, 75(1), 7-31.
There are 3 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Seyithan Demirdağ

Publication Date December 30, 2020
Published in Issue Year 2020 Volume: 10 Issue: 3

Cite

APA Demirdağ, S. (2020). The Perceptions of Teacher Candidates About Rural Schools: Practicum and Student Teaching Programs. Yükseköğretim Ve Bilim Dergisi, 10(3), 584-585.
AMA Demirdağ S. The Perceptions of Teacher Candidates About Rural Schools: Practicum and Student Teaching Programs. J Higher Edu Sci. December 2020;10(3):584-585.
Chicago Demirdağ, Seyithan. “The Perceptions of Teacher Candidates About Rural Schools: Practicum and Student Teaching Programs”. Yükseköğretim Ve Bilim Dergisi 10, no. 3 (December 2020): 584-85.
EndNote Demirdağ S (December 1, 2020) The Perceptions of Teacher Candidates About Rural Schools: Practicum and Student Teaching Programs. Yükseköğretim ve Bilim Dergisi 10 3 584–585.
IEEE S. Demirdağ, “The Perceptions of Teacher Candidates About Rural Schools: Practicum and Student Teaching Programs”, J Higher Edu Sci, vol. 10, no. 3, pp. 584–585, 2020.
ISNAD Demirdağ, Seyithan. “The Perceptions of Teacher Candidates About Rural Schools: Practicum and Student Teaching Programs”. Yükseköğretim ve Bilim Dergisi 10/3 (December 2020), 584-585.
JAMA Demirdağ S. The Perceptions of Teacher Candidates About Rural Schools: Practicum and Student Teaching Programs. J Higher Edu Sci. 2020;10:584–585.
MLA Demirdağ, Seyithan. “The Perceptions of Teacher Candidates About Rural Schools: Practicum and Student Teaching Programs”. Yükseköğretim Ve Bilim Dergisi, vol. 10, no. 3, 2020, pp. 584-5.
Vancouver Demirdağ S. The Perceptions of Teacher Candidates About Rural Schools: Practicum and Student Teaching Programs. J Higher Edu Sci. 2020;10(3):584-5.