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Teacher?s Competencies: A Modern Discourse and the Rhetoric

Year 2009, Volume: 10 Issue: 3, 63 - 82, 01.06.2009

Abstract

Teacher training is an issue or a problem since the field is not isolated from the general problems of higher education After the duty of teacher training was assigned to universities in the early 1980s some persistent problems were also transferred to the higher education remaining to be resolved Moreover new problems also emerged Faculties of education in Turkey recently have become one of the most preferred faculties which is good news because this development implied an improvement in the status of the teaching profession But as of 2009 2010 academic year like in the 70s Higher Education Institution readopted the former practice which allowed Science Arts faculties to train teachers in undergraduate programs Thus there emerges the risk of reversal from positive developments achieved in favor of the teaching profession so far In many countries a change in paradigm is on the agenda in terms of the teacher training programs and practices the learning and teaching processes and the roles of teachers Recent approaches based on interpretive paradigm and critical theory have introduced new perspectives related to education school and teaching In the next decades some issues have to be redefined such as restructuring the school and the learning process student and teacher roles and school leadership and teaching In this article teacher education in developed countries has been reviewed in the context of ?teacher standards which have been a current issue before the policy makers and other stakeholders Moreover recent discussions and problems were reviewed in the light of teacher competencies and standards

References

  • AASCU-American Association of State College and Universities, (2007). Toward an national framework for evidence of effectiveness of teacher education programs. (Eds. Alene Russel and Mona Wineburg). Newyork: Avenue.
  • Ankara Üniversitesi (2009). Eğitim bilimleri bakış açısıyla eğitim fakültelerinde lisans ve lisansüstü eğitimin irdelenmesi çalıştayı. 1-3 Mart 2009, Ankara Üniversitesi, Ankara.
  • Assuncao, M. and Others (2008). Identifying teacher quality, theorical backrounds of a reflection toolbox. (53rd World Assembly, July 14-17, University of Minho, Braga, Portugal. http://www.teacherqualitytoolbox.euluploads/icet_paper.doc) ICET.
  • Connel, R. (2009). Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism, Critical Studies in Education, 50: 3, 213-229.
  • ETUCE-European Trade Union Committee for Education, (2008).Teacher Education in Europe. (etuce.homestead.com/.../ETUCE_PolicyPaper_en_web.pdf).
  • European Commission (2005). Common European Principles for Teacher Competences Qualifications. (http://europe.eu.int/comm/dgs/education culture)
  • EURYDICE (2006). Quality Assurance in Teacher Education in Europe, Brussels: Eurydice. http://www.eurydice.org)
  • NIE (National Institute of Education)(2008). Transforming Teacher Education– Redefined Professionals for 21st Century Schools-Singapure: Nanyang Technological University. (www.ttrb.ac.uk/ViewArticle2.aspx?ContentId=15287).
  • Kansanen, P. (2003). Teacher education in Finland: Current Models and New Developments. In B. Moon, L. Vlăsceanu, & C. Barrows (Eds.), Institutional Approaches To Teacher Education Within Higher Education in Europe: Current Models and New Developments (pp. 85-108). Bucharest: UNESCO–Cepes. (http://www.helsinki.fi/~pkansane/Cepes.pdf.)
  • Lynne A. Bercaw and Lisa M. Stooksberry. (Tarihsiz) Teacher Education, Critical Pedagogy, and Standards: An Exploration of Theory and Practice http://www.usca.edu/essays/vol122004/Bercaw.pdf
  • RAND Education (2006). Sheila Nataraj Kirby and Others. Reforming Teacher Education –Something Old, Something New-. USA: RAND Corporation.
  • Şişman, M. (2009a). Öğretmen yeterliliklerini yeniden düşünmek, Türk Yurdu Dergisi, Mayıs, 29, 37–41.
  • Şişman, M. (2009b). Gelecek kuşak öğretmenlerin nitelikleri: Mevcut durum ve öneriler, Prof. Dr. Mümtaz Turhan Sempozyumu, 2-3 Kasım 2009, Gazi Üniversitesi, Ankara.
  • TNTEE (Thematic Network on Teacher Education in Europe. (2000). Green paper on teacher education in Europe, Sweden: Printed in Umea Universitet
  • UNESCO (2009).Word conference on education for sustainable development. 31 March -2 April, 2009. Bonn, Germany.
  • UNESCO (2005). Guidelines and recommendations for reorienting teacher education to address sustainability [2005-2014]: Education for Sustainable Development in Action, 143370E.pdf:
  • UNESCO (2002).Teacher education guideliness: Using open and distance learning, Paris/France: Higher Education Division, Teacher Education Section.
  • TDA (Training and Development Agency for Schools).(2007). Teacher professionalism: Professional teaching standards. http://www.tda.gov.uk/teachers/professionalstandards.aspx
  • Townsend, T. ve Bates, R. (2007). Handbook of teacher education: Globalization, standards and professionalism in times of change. (Eds.) Netherlands: Springer.

Öğretmen Yeterlilikleri: Modern Bir Söylem ve Retorik

Year 2009, Volume: 10 Issue: 3, 63 - 82, 01.06.2009

Abstract

Öğretmen yetiştirme, yükseköğretimin diğer sorunlarından ayrı bir konu ve sorunlar alanı değildir.
Türkiye’de öğretmen yetiştirme işlevinin 1980’lerin başında üniversitelere devredilmesiyle birlikte var olan
bazı sorunlar çözülmek istenmiş, ancak bu defa da başka sorunlar ortaya çıkmıştır. Eğitim fakültelerinin
yakın geçmişte çok tercih edilen fakülteler arasında yer alması, meslek adına övünç verici bir durum olup
mesleğin itibarının da yükselmesini sağlamış, ancak 2009-2010 öğretim yılından itibaren, 1970’li yıllara
yeniden dönülerek fen edebiyat fakültelerinde lisans programları içinde yeniden öğretmenlik meslek bilgisi
derslerinin de yer almasına Yükseköğretim Kurulu’nca kapı aralanması, meslek adına bugüne kadar elde
edilen olumlu kazanımların bir anda yok olması riskini gündeme getirmiştir. Birçok ülkede diğer
yükseköğretim programlarında olduğu gibi öğretmen yetiştirme program ve uygulamalarında, öğrenme ve
öğretme süreçlerinde, öğretmen rollerinde, bir paradigma değişimi gündeme gelmektedir. Yakın zamanlarda
yorumlamacı paradigma ve eleştirel teori odaklı yaklaşımlar, eğitim, okul ve öğretmenliğe ilişkin yeni bakış
açılarının gelişmesini sağlamıştır. Daha yakın zamanlarda ise okulun ve öğrenme sürecinin yeniden
yapılandırılması, öğrenci ve öğretmen rollerinin, okul liderliğinin ve öğretmenliğin yeniden tanımlanması gibi
konular gündeme gelmiştir. Bu makalede, öğretmen yetiştirme konusunda gelişmiş ülkelerde “öğretmen
standartları” kapsamında gündeme gelen bazı konular özetlendikten sonra Türkiye’de öğretmen yetiştirme
konusuyla ilgili güncel tartışma ve sorunlar, öğretmenlikle ilgili yeterlilikler ve standartlar bağlamında ele
alınmıştır.

References

  • AASCU-American Association of State College and Universities, (2007). Toward an national framework for evidence of effectiveness of teacher education programs. (Eds. Alene Russel and Mona Wineburg). Newyork: Avenue.
  • Ankara Üniversitesi (2009). Eğitim bilimleri bakış açısıyla eğitim fakültelerinde lisans ve lisansüstü eğitimin irdelenmesi çalıştayı. 1-3 Mart 2009, Ankara Üniversitesi, Ankara.
  • Assuncao, M. and Others (2008). Identifying teacher quality, theorical backrounds of a reflection toolbox. (53rd World Assembly, July 14-17, University of Minho, Braga, Portugal. http://www.teacherqualitytoolbox.euluploads/icet_paper.doc) ICET.
  • Connel, R. (2009). Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism, Critical Studies in Education, 50: 3, 213-229.
  • ETUCE-European Trade Union Committee for Education, (2008).Teacher Education in Europe. (etuce.homestead.com/.../ETUCE_PolicyPaper_en_web.pdf).
  • European Commission (2005). Common European Principles for Teacher Competences Qualifications. (http://europe.eu.int/comm/dgs/education culture)
  • EURYDICE (2006). Quality Assurance in Teacher Education in Europe, Brussels: Eurydice. http://www.eurydice.org)
  • NIE (National Institute of Education)(2008). Transforming Teacher Education– Redefined Professionals for 21st Century Schools-Singapure: Nanyang Technological University. (www.ttrb.ac.uk/ViewArticle2.aspx?ContentId=15287).
  • Kansanen, P. (2003). Teacher education in Finland: Current Models and New Developments. In B. Moon, L. Vlăsceanu, & C. Barrows (Eds.), Institutional Approaches To Teacher Education Within Higher Education in Europe: Current Models and New Developments (pp. 85-108). Bucharest: UNESCO–Cepes. (http://www.helsinki.fi/~pkansane/Cepes.pdf.)
  • Lynne A. Bercaw and Lisa M. Stooksberry. (Tarihsiz) Teacher Education, Critical Pedagogy, and Standards: An Exploration of Theory and Practice http://www.usca.edu/essays/vol122004/Bercaw.pdf
  • RAND Education (2006). Sheila Nataraj Kirby and Others. Reforming Teacher Education –Something Old, Something New-. USA: RAND Corporation.
  • Şişman, M. (2009a). Öğretmen yeterliliklerini yeniden düşünmek, Türk Yurdu Dergisi, Mayıs, 29, 37–41.
  • Şişman, M. (2009b). Gelecek kuşak öğretmenlerin nitelikleri: Mevcut durum ve öneriler, Prof. Dr. Mümtaz Turhan Sempozyumu, 2-3 Kasım 2009, Gazi Üniversitesi, Ankara.
  • TNTEE (Thematic Network on Teacher Education in Europe. (2000). Green paper on teacher education in Europe, Sweden: Printed in Umea Universitet
  • UNESCO (2009).Word conference on education for sustainable development. 31 March -2 April, 2009. Bonn, Germany.
  • UNESCO (2005). Guidelines and recommendations for reorienting teacher education to address sustainability [2005-2014]: Education for Sustainable Development in Action, 143370E.pdf:
  • UNESCO (2002).Teacher education guideliness: Using open and distance learning, Paris/France: Higher Education Division, Teacher Education Section.
  • TDA (Training and Development Agency for Schools).(2007). Teacher professionalism: Professional teaching standards. http://www.tda.gov.uk/teachers/professionalstandards.aspx
  • Townsend, T. ve Bates, R. (2007). Handbook of teacher education: Globalization, standards and professionalism in times of change. (Eds.) Netherlands: Springer.
There are 19 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Mehmet Şişman This is me

Publication Date June 1, 2009
Published in Issue Year 2009 Volume: 10 Issue: 3

Cite

APA Şişman, M. (2009). Öğretmen Yeterlilikleri: Modern Bir Söylem ve Retorik. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10(3), 63-82.
AMA Şişman M. Öğretmen Yeterlilikleri: Modern Bir Söylem ve Retorik. INUJFE. June 2009;10(3):63-82.
Chicago Şişman, Mehmet. “Öğretmen Yeterlilikleri: Modern Bir Söylem Ve Retorik”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 10, no. 3 (June 2009): 63-82.
EndNote Şişman M (June 1, 2009) Öğretmen Yeterlilikleri: Modern Bir Söylem ve Retorik. İnönü Üniversitesi Eğitim Fakültesi Dergisi 10 3 63–82.
IEEE M. Şişman, “Öğretmen Yeterlilikleri: Modern Bir Söylem ve Retorik”, INUJFE, vol. 10, no. 3, pp. 63–82, 2009.
ISNAD Şişman, Mehmet. “Öğretmen Yeterlilikleri: Modern Bir Söylem Ve Retorik”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 10/3 (June 2009), 63-82.
JAMA Şişman M. Öğretmen Yeterlilikleri: Modern Bir Söylem ve Retorik. INUJFE. 2009;10:63–82.
MLA Şişman, Mehmet. “Öğretmen Yeterlilikleri: Modern Bir Söylem Ve Retorik”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 10, no. 3, 2009, pp. 63-82.
Vancouver Şişman M. Öğretmen Yeterlilikleri: Modern Bir Söylem ve Retorik. INUJFE. 2009;10(3):63-82.

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