Research Article
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Year 2021, Volume: 10 Issue: 1, 47 - 74, 30.04.2021

Abstract

Project Number

113K805

References

  • Aldemir, A. Y. (2010). Türkiye ve Japonya'da İngilizce öğretmeni yetiştirme sistemlerinin karşılaştırılması. [The comparison of English language teacher training systems in Turkey and Japan]. (Unpublished Master’s Thesis), Balıkesir University, Turkey.
  • Aydın, S. (2014). İlköğretim matematik öğretmeni adaylarının öğretme bilgilerinin, inanışlarının ve öğrenme fırsatlarının üniversiteler ve TEDS-M sonuçlarına göre karşılaştırılması [The comparison of the knowledge of mathematics for teaching, beliefs and learning opportunities of preservice elementary mathematics teachers among universities in terms of TEDS-M results]. (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon
  • Baki, A. (2018). Matematiği öğretme bilgisi [Knowledge for teaching mathematics]. Pegem Akademi: Ankara.
  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5),389–407.
  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U, Krauss, S., Neubrand, M. & Tsai, Y. M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180. doi: 10.3102/0002831209345157.
  • Blömeke, S. (2012). Content, professional preparation, and teaching methods: How diverse is teacher education across countries?. Comparative Education Review, 56(4), 684-714.
  • Blömeke, S. (2014). Framing the enterprise: benefits and challenges of international studies on teacher knowledge and teacher beliefs—Modeling missing links. In S. Blömeke, F. J. Hsieh, G. Kaiser & W. H. Schmidt (Eds.), International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn (pp.3-18). London: Springer.
  • Blömeke, S., & Kaiser, G. (2012). Homogeneity or heterogeneity: Profiles of opportunities to learn in primary teacher education and their relationship to cultural context and outcomes. ZDM – The International Journal on Mathematics Education. 44, 249-264.
  • Blömeke, S., &Kaiser, G. (2014). Theoretical framework, study design and main results of TEDS-M. In S. Blömeke, F. J. Hsieh, G. Kaiser and W. H. Schmidt (Eds.), International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn TEDS-M Results (pp. 19-47). London: Springer.
  • Blömeke, S., Suhl, U., Kaiser, G. & Döhrmann, M. (2014). Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An International Comparison of Fifteen Countries. In S. Blömeke, F. J. Hsieh, G. Kaiser and W. H. Schmidt (Eds.) International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn TEDS-M Results (pp. 327-353). London: Springer.
  • Bütüner, S. Ö., & Güler, M. (2017). Gerçeklerle yüzleşme: Türkiye’nin TIMSS matematik başarısı üzerine bir çalışma [Facing the reality: A study on TIMSS mathematics achievement of Turkey]. Bayburt Eğitim Fakültesi Dergisi, 12(23), 161-184.
  • Büyüköztürk, Ş. (2009). Sosyal bilimler için veri analizi El Kitabı [Data analysis handbook for social sciences]. 10th ed. Ankara: Pegem Yayıncılık. Council of Higher Education [CHE] (2007). Öğretmen yetiştirme ve eğitim fakülteleri 1982 – 2007 [Teacher training and education faculties 1982-2007]. Ankara: Yükseköğretim Kurulu.
  • Council of Higher Education [CHE] (2015). Bologna süreci [The Bologna process]. Retrieved from http://www.yok.gov.tr/web/uluslararasi-iliskiler/bologna-sureci;jsessionid=DBF374211678275F34B7EC1B64042FC4 (10 May 2015).
  • Council of Higher Education [CHE] (2018). Öğretmen yetiştirme lisans programları [Teacher education undergraduate programs]. Ankara: Yükseköğretim Kurulu.
  • Cohen, R. J., Swerdlik, M. E., & Phillips, S. M. (1996). Psychological testing and assessment: An introduction to tests and measurement (3rd ed.). Mountain View, CA, US: Mayfield Publishing Co.
  • Coşkun, H. (2009). Türkiye ve Almanya’da yabancı dil öğretmeni yetiştirme programlarının karşılaştırılması. [Comparison of the programs for training of foreign language teachers in Turkey and Germany]. Cumhuriyet University Journal of Social Sciences, 33(1), 61-73.
  • Erbilgin, E., & Boz, B. (2013). A comparison of mathematics teacher training programs in Turkey, Finland, Japan, and Singapore [in Turkish]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], Special issue (1), 156-170.
  • Ergun, M. & Ersoy, Ö. (2016). Comparison of primary teacher education systems in the Netherlands, Romania and Turkey. Kastamonu Universitesi Kastamonu Egitim Dergisi, 22(2), 673-700.
  • Fennema, E., & Franke, M. L. (1992). Teachers knowledge and its impact.” In D. A. Grouws (Ed.), Handbook of Research on Learning and Teaching Mathematics (pp. 147-164). New York: Macmillan.
  • Fleischman, H. L., Hopstock, P. J., Pelczar, M. P. & Shelley, B. E. (2010). Highlights from PISA 2009: Performance of US 15-Year-Old Students in reading, mathematics, and science literacy in an international context (NCES 2011 -004). National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
  • Grek, S. (2009). Governing by numbers: the PISA ‘effect’ in Europe. Journal of Education Policy, 24(1), 23-37.
  • Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406. doi: 10.3102/00028312042002371.
  • Kalkanlı, P. (2009). Türkiye ile Fransa yükseköğretim sistemlerinin eğitim fakülteleri ile üniversite öğretmen yetiştirme enstitüleri (Mesleki eğitim dışı) bağlamında karşılaştırmalı olarak incelenmesi. [A comparative study of Turkish and French higher education systems in the context of faculties of education and institutes for teacher training]. (Unpublished Master’s Thesis), Yeditepe University, Turkey.
  • Kleickmann, T., Richter, D., Kunter, M. Elsner, J., Besser, M., Krauss, S. & Baumert, J. (2013). Teachers’ content knowledge and pedagogical content knowledge the role of structural differences in teacher education. Journal of Teacher Education, 64(1), 90-106. doi: 10.1177/0022487112460398.
  • Küçükoğlu, A., & Kızıltaş, E. (2012). A comparison of preschool teacher training programs in the UK, Germany, France, Italy, Russia and Turkey. Elementary Education Online, 11(3), 660-670.
  • Lloyd, G. M., & M. Wilson. (1998). Supporting innovation: The impact of a teacher’s conception of function on his implementation of a reform curriculum. Journal for Research in Mathematics Education, 29(3), 248-274. doi: 10.2307/749790.
  • Knodel, P., Windzio, M., & Martens, K. (2014). Introduction: Outcomes and Actors’ Reactions on Internationalization in Education Policy—A Theoretical Approach. In Internationalization of Education Policy (pp. 1-34). Palgrave Macmillan: London.
  • Martin, M. O., Gregory, K. D., & Stemler, S. E. (Eds.) (2000). TIMSS 1999 technical report. Chestnut Hill, MA: Boston College.
  • Olson, J. F., Martin, M. O., & Mullis, I.V.S. (Eds.) (2008). TIMSS 2007 technical report. Chestnut Hill, MA: Boston College.
  • Schmidt, W. H., Blömeke, S., & Tatto, M. T. (2011). Teacher education matters. A study of the mathematics teacher preparation from six countries. New York: Teacher College Press.
  • Schmidt, H. W., Tatto, M. T., Bankov, K., Blömeke, S., Cedillo, T., Cogan, L., Han, S. et al., (2007). The preparation gap: Teacher education for middle school mathematics in six countries. Michigan: Michigan State University Center for Research in Mathematics and Science Education.
  • Stein, M. K., Baxter, J. A., & Leinhardt, G. (1990). Subject-matter knowledge and elementary instruction: A case from functions and graphing. American Educational Research Journal, 27(4), 639-663.
  • Taş, B. (2006). Adaptation process to the European Union(EU) for Turkey’s new region concept: the nomenclature of territorial units for statistics (NUTS) Afyon Kocatepe University Journal of Social Science, 8(2), 185-198.
  • Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M., & Reckase, M. (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: IEA.
  • Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Policy, practice, and readiness to teach primary and secondary mathematics. Conceptual framework. East Lansing. MI: Teacher Education and Development International Study Center, College of Education, Michigan State University.
  • Turkish Statistical Institute [TurkStat] (2010). Bölgesel sınıflandırmalar [Regional indicators]. Ankara: Türkiye İstatistik Kurumu Matbaası.
  • van Dooren, W., Verschaffel, L. & Onghena, P. (2002). The impact of pre-service teachers' content knowledge on their evaluation of students' strategies for solving arithmetic and algebra word problems. Journal for Research in Mathematics Education, 33(5), 319-351. doi: 10.2307/4149957.

Opportunities to Learn Provided to Preservice Elementary School Mathematics Teachers in Turkey

Year 2021, Volume: 10 Issue: 1, 47 - 74, 30.04.2021

Abstract

This study aims to compare the perceptions of preservice elementary mathematics teachers on the experiences provided by teacher training institutions on a national and an international level. The participants in the study were 1386 preservice teachers from 21 universities in twelve regions of Turkey. The Learning Opportunities Scales developed by the TEDS-M Project were translated into Turkish by the researchers and used to collect the data. According to the results, the preservice teachers perceived that they had more opportunities to learn about mathematics pedagogy than about mathematics or general pedagogy. Furthermore, the variations between regions were most pronounced in mathematics pedagogy. Lastly, it can be inferred that there is generally a positive relationship between development level of a regions and preservice teachers’ learning opportunities.

Supporting Institution

Scientific and Technical Research Council of Turkey (TÜBİTAK)

Project Number

113K805

Thanks

We would like to thank the Scientific and Technical Research Council of Turkey (TÜBİTAK) for its financial support.

References

  • Aldemir, A. Y. (2010). Türkiye ve Japonya'da İngilizce öğretmeni yetiştirme sistemlerinin karşılaştırılması. [The comparison of English language teacher training systems in Turkey and Japan]. (Unpublished Master’s Thesis), Balıkesir University, Turkey.
  • Aydın, S. (2014). İlköğretim matematik öğretmeni adaylarının öğretme bilgilerinin, inanışlarının ve öğrenme fırsatlarının üniversiteler ve TEDS-M sonuçlarına göre karşılaştırılması [The comparison of the knowledge of mathematics for teaching, beliefs and learning opportunities of preservice elementary mathematics teachers among universities in terms of TEDS-M results]. (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon
  • Baki, A. (2018). Matematiği öğretme bilgisi [Knowledge for teaching mathematics]. Pegem Akademi: Ankara.
  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5),389–407.
  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U, Krauss, S., Neubrand, M. & Tsai, Y. M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180. doi: 10.3102/0002831209345157.
  • Blömeke, S. (2012). Content, professional preparation, and teaching methods: How diverse is teacher education across countries?. Comparative Education Review, 56(4), 684-714.
  • Blömeke, S. (2014). Framing the enterprise: benefits and challenges of international studies on teacher knowledge and teacher beliefs—Modeling missing links. In S. Blömeke, F. J. Hsieh, G. Kaiser & W. H. Schmidt (Eds.), International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn (pp.3-18). London: Springer.
  • Blömeke, S., & Kaiser, G. (2012). Homogeneity or heterogeneity: Profiles of opportunities to learn in primary teacher education and their relationship to cultural context and outcomes. ZDM – The International Journal on Mathematics Education. 44, 249-264.
  • Blömeke, S., &Kaiser, G. (2014). Theoretical framework, study design and main results of TEDS-M. In S. Blömeke, F. J. Hsieh, G. Kaiser and W. H. Schmidt (Eds.), International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn TEDS-M Results (pp. 19-47). London: Springer.
  • Blömeke, S., Suhl, U., Kaiser, G. & Döhrmann, M. (2014). Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An International Comparison of Fifteen Countries. In S. Blömeke, F. J. Hsieh, G. Kaiser and W. H. Schmidt (Eds.) International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn TEDS-M Results (pp. 327-353). London: Springer.
  • Bütüner, S. Ö., & Güler, M. (2017). Gerçeklerle yüzleşme: Türkiye’nin TIMSS matematik başarısı üzerine bir çalışma [Facing the reality: A study on TIMSS mathematics achievement of Turkey]. Bayburt Eğitim Fakültesi Dergisi, 12(23), 161-184.
  • Büyüköztürk, Ş. (2009). Sosyal bilimler için veri analizi El Kitabı [Data analysis handbook for social sciences]. 10th ed. Ankara: Pegem Yayıncılık. Council of Higher Education [CHE] (2007). Öğretmen yetiştirme ve eğitim fakülteleri 1982 – 2007 [Teacher training and education faculties 1982-2007]. Ankara: Yükseköğretim Kurulu.
  • Council of Higher Education [CHE] (2015). Bologna süreci [The Bologna process]. Retrieved from http://www.yok.gov.tr/web/uluslararasi-iliskiler/bologna-sureci;jsessionid=DBF374211678275F34B7EC1B64042FC4 (10 May 2015).
  • Council of Higher Education [CHE] (2018). Öğretmen yetiştirme lisans programları [Teacher education undergraduate programs]. Ankara: Yükseköğretim Kurulu.
  • Cohen, R. J., Swerdlik, M. E., & Phillips, S. M. (1996). Psychological testing and assessment: An introduction to tests and measurement (3rd ed.). Mountain View, CA, US: Mayfield Publishing Co.
  • Coşkun, H. (2009). Türkiye ve Almanya’da yabancı dil öğretmeni yetiştirme programlarının karşılaştırılması. [Comparison of the programs for training of foreign language teachers in Turkey and Germany]. Cumhuriyet University Journal of Social Sciences, 33(1), 61-73.
  • Erbilgin, E., & Boz, B. (2013). A comparison of mathematics teacher training programs in Turkey, Finland, Japan, and Singapore [in Turkish]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], Special issue (1), 156-170.
  • Ergun, M. & Ersoy, Ö. (2016). Comparison of primary teacher education systems in the Netherlands, Romania and Turkey. Kastamonu Universitesi Kastamonu Egitim Dergisi, 22(2), 673-700.
  • Fennema, E., & Franke, M. L. (1992). Teachers knowledge and its impact.” In D. A. Grouws (Ed.), Handbook of Research on Learning and Teaching Mathematics (pp. 147-164). New York: Macmillan.
  • Fleischman, H. L., Hopstock, P. J., Pelczar, M. P. & Shelley, B. E. (2010). Highlights from PISA 2009: Performance of US 15-Year-Old Students in reading, mathematics, and science literacy in an international context (NCES 2011 -004). National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
  • Grek, S. (2009). Governing by numbers: the PISA ‘effect’ in Europe. Journal of Education Policy, 24(1), 23-37.
  • Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406. doi: 10.3102/00028312042002371.
  • Kalkanlı, P. (2009). Türkiye ile Fransa yükseköğretim sistemlerinin eğitim fakülteleri ile üniversite öğretmen yetiştirme enstitüleri (Mesleki eğitim dışı) bağlamında karşılaştırmalı olarak incelenmesi. [A comparative study of Turkish and French higher education systems in the context of faculties of education and institutes for teacher training]. (Unpublished Master’s Thesis), Yeditepe University, Turkey.
  • Kleickmann, T., Richter, D., Kunter, M. Elsner, J., Besser, M., Krauss, S. & Baumert, J. (2013). Teachers’ content knowledge and pedagogical content knowledge the role of structural differences in teacher education. Journal of Teacher Education, 64(1), 90-106. doi: 10.1177/0022487112460398.
  • Küçükoğlu, A., & Kızıltaş, E. (2012). A comparison of preschool teacher training programs in the UK, Germany, France, Italy, Russia and Turkey. Elementary Education Online, 11(3), 660-670.
  • Lloyd, G. M., & M. Wilson. (1998). Supporting innovation: The impact of a teacher’s conception of function on his implementation of a reform curriculum. Journal for Research in Mathematics Education, 29(3), 248-274. doi: 10.2307/749790.
  • Knodel, P., Windzio, M., & Martens, K. (2014). Introduction: Outcomes and Actors’ Reactions on Internationalization in Education Policy—A Theoretical Approach. In Internationalization of Education Policy (pp. 1-34). Palgrave Macmillan: London.
  • Martin, M. O., Gregory, K. D., & Stemler, S. E. (Eds.) (2000). TIMSS 1999 technical report. Chestnut Hill, MA: Boston College.
  • Olson, J. F., Martin, M. O., & Mullis, I.V.S. (Eds.) (2008). TIMSS 2007 technical report. Chestnut Hill, MA: Boston College.
  • Schmidt, W. H., Blömeke, S., & Tatto, M. T. (2011). Teacher education matters. A study of the mathematics teacher preparation from six countries. New York: Teacher College Press.
  • Schmidt, H. W., Tatto, M. T., Bankov, K., Blömeke, S., Cedillo, T., Cogan, L., Han, S. et al., (2007). The preparation gap: Teacher education for middle school mathematics in six countries. Michigan: Michigan State University Center for Research in Mathematics and Science Education.
  • Stein, M. K., Baxter, J. A., & Leinhardt, G. (1990). Subject-matter knowledge and elementary instruction: A case from functions and graphing. American Educational Research Journal, 27(4), 639-663.
  • Taş, B. (2006). Adaptation process to the European Union(EU) for Turkey’s new region concept: the nomenclature of territorial units for statistics (NUTS) Afyon Kocatepe University Journal of Social Science, 8(2), 185-198.
  • Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M., & Reckase, M. (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: IEA.
  • Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Policy, practice, and readiness to teach primary and secondary mathematics. Conceptual framework. East Lansing. MI: Teacher Education and Development International Study Center, College of Education, Michigan State University.
  • Turkish Statistical Institute [TurkStat] (2010). Bölgesel sınıflandırmalar [Regional indicators]. Ankara: Türkiye İstatistik Kurumu Matbaası.
  • van Dooren, W., Verschaffel, L. & Onghena, P. (2002). The impact of pre-service teachers' content knowledge on their evaluation of students' strategies for solving arithmetic and algebra word problems. Journal for Research in Mathematics Education, 33(5), 319-351. doi: 10.2307/4149957.
There are 37 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Derya Çelik

Duygu Arabacı 0000-0003-2043-4431

Serhat Aydın 0000-0003-4341-2913

Gönül Güneş 0000-0003-3223-8163

Ramazan Gürbüz 0000-0002-2412-5882

Zeynep Medine Özmen 0000-0003-0232-9339

Kadir Gürsoy 0000-0002-6168-4704

Osman Birgin 0000-0003-3460-2731

Mustafa Güler

Gökay Açıkyıldız 0000-0002-0396-9269

Project Number 113K805
Publication Date April 30, 2021
Published in Issue Year 2021 Volume: 10 Issue: 1

Cite

APA Çelik, D., Arabacı, D., Aydın, S., Güneş, G., et al. (2021). Opportunities to Learn Provided to Preservice Elementary School Mathematics Teachers in Turkey. Journal of Teacher Education and Educators, 10(1), 47-74.