Türkiye’deki ve Finlandiya’daki İngilizce Öğretmeni Yetiştirme Programlarının Karşılaştırılması

Year 2022, Volume: 3 Issue: 1, 1 - 16, 28.02.2022

Arzu Ekoç

https://doi.org/10.55661/jnate.974146

Cited By: 1

Abstract

Öğretmenlerin nitelikleri ve kalitesi, eğitimin kalitesine ve öğrencilerin başarısına yansır ve profesyonelliğe yönelik atılan ilk adım olduğu için de hizmet öncesi öğretmen yetiştirmeye gereken önem verilmelidir. Bu görüşü dikkate alarak, İngilizce öğretmeni yetiştirme programları verimli bir araştırma alanı olarak görülmektedir. İngilizce öğretmeni yetiştirme programlarıyla ilgili çalışmalar giderek artmaktadır. Ancak Türkiye’deki ve diğer ülkelerdeki İngilizce öğretmeni yetiştirme programlarını karşılaştıran çalışmalar nispeten daha azdır. Bahsi geçen bu sebeplerden yola çıkarak, bu çalışmanın amacı, Finlandiya’daki ve Türkiye’deki İngilizce öğretmeni yetiştirme programlarını öğrenci seçimi, müfredat, uygulama dersleri, mezuniyet için gerekli koşullar ve öğretmen istihdamı gibi beş kritere göre incelemektir. Karşılaştırmalı bir çalışma olarak, veriler her iki ülkedeki İngilizce öğretmeni yetiştirme programları ile ilgili dokümanlardan oluşmuştur. Bu nitel çalışma için doküman ve içerik analizi yapılmıştır. Bulgulara göre, öğrenci seçimi, hizmet öncesi uygulama dersleri ve öğretmenlerin istihdamı iki ülkede farklılık göstermektedir. Göze çarpan diğer önemli bir nokta da Finlandiya’daki öğretmenlere toplumda oldukça saygı duyulmaktadır, güvenilmektedir ve mesleklerine başlar başlamaz yüksek derecede bir özerklikleri bulunmaktadır. Bunun gibi karşılaştırmalı çalışmaların ışığında, Türkiye, farklı ülkelerdeki İngilizce öğretmeni yetiştirme programlarının güçlü yanlarını alarak kendine özgü modelini oluşturmalı ve öğretmen eğitiminin kalitesini iyileştirmelidir

Keywords

İngilizce öğretmeni, İngilizce öğretmeni yetiştirme programları, Türkiye, Finlandiya

Comparing English language teacher education programs in Turkey and Finland

Abstract

The quality and qualifications of teachers reflect the quality of education and the success of students accordingly, and particular attention needs to be given to pre-service teacher training as it is the primary step towards professionalization. Keeping this point in mind, English language teacher education programs (ELTEPs) seem to be a worthwhile research area. There is an increasing number of studies addressing ELTEPs in Turkey. Yet, comparative data on Turkey’s ELTEPs and those of other countries remain relatively limited. Reasoning from the mentioned reasons, the study aims to analyze ELTEPs in Finland and Turkey based on five criteria; student selection, curriculum, practicum hours, graduation prerequisites and recruitment of teachers. Comparative in essence, the data were composed of documents indicating ELTEPs in both countries. For this qualitative research, basically, document analysis and content analysis were applied. As for the findings, one can count student selection, pre-service teaching practice and recruitment of teachers different from each other. More significantly, teachers in Finland are highly respected, trusted and have a high degree of autonomy in their work from the start of their profession. In the light of such comparative studies, Turkey needs to establish its unique model and enhance the quality of teacher education by taking the strengths of ELTEPs in different countries.

Keywords

English language teacher, English language teacher education programs, Turkey, Finland

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