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Teacher Training in The Turkish Education System: Reflections of The Pedagogical Formation Certification Program

Year 2018, Volume: 26 Issue: 2, 379 - 389, 15.03.2018

Abstract

The primary aim of this study was to reveal the reasons why teacher candidates who received training within the pedagogical formation certification program chose the teaching profession, and their views on the education they received within the program. The study was conducted in accordance with the qualitative research method, and semi-structured interviews were used as the data-gathering tool. The findings showed that the participants wanted to be teachers instead of pursuing a career in their primary area of study due to the professional advantages that they believed teaching had, and thus, they enrolled in the certification program.

References

  • Asare, B. K. and Nti, S. T. (2014). Teacher education in Ghana: A contemporary synopsis and matters arising. SAGE Open. 1–8.
  • Azman, N. (2013). Choosing teaching as a career: Perspectives of male and female Malaysian student teachers in training. European Journal of Teacher Education. 36(1), 113-130.
  • Bottoms, G. (2002). Raising the achievement of low-performing students: What high schools can do. (In) Teachers and teaching. Ed: J.R. HART. Nova: New York. 33-67.
  • Bransford, J., Hammond, L. D. and Le Page, P. (2005). Introduction. (In) Preparing teachers for a changing World. Ed: Linda Darling-Hammond and John Bransford. Jossey-Bass: San Francisco.
  • Dağlı, A. (2006). 2547 Sayılı Yüksek Öğretim Kanunu ve öğretmen yetiştiren kurumların üniversitelere devredilmesi. Elektronik Sosyal Bilimler Dergisi. 5(18), 44-53.
  • Daniel, J. (2012). Sampling Essentials. Sage: London. Denzin, N. K. and Lincoln, Y. S. (2005). Introduction. (In) The sage handbook of qualitative research. Ed: Norman K. Denzin and Yvonna S. Lincoln. Sage: London. 1-33.
  • Emihovich, G., Dana, T., Vernetson, T. and Colón, E. (2011). Changing standarts, changing needs. The gauntlet of teacher education reform. (In) Teacher education policy in the United States. Ed: Penelope M. Earley, David G. Imig, Nicholas M. Michelli. 47-76.
  • Furlong, J., Smith, C. M. and Brennan, M. (2009). Introduction. (In) Policy and politics in teacher education. Ed: John Furlong, Marilyn Cochran-Smith and Maire Brennan. Routledge: London.1-7.
  • Galletta, A. (2013). Mastering the semi-structured interview and beyond. New York University press: New York.
  • Glesne, C. (2011). Becoming Qualitative researchers. Pearson: Boston.
  • Gray, D. & Weir, D. (2014). Retaining public and political trust: Teacher education in Scotland. Journal of Education for Teaching. 40(5), 569-587.
  • Hammond, L. D., Hammerness, K., Gorssman, P., Rust, F., Shulman, L. (2005). The desgin of teacher education programs. (In) Preparing teachers for changing World. Ed: Linda-Darling Hammond and John Bransford, 390-441.
  • Helen M.G. Watt and Paul W. Richardson. (2012). An introduction to teaching motivations in different countries: Comparisons using the FIT-Choice scale. Asia-Pacific Journal of Teacher Education, 40(3), 185-197.
  • Hoot, J., Szente, J. and Tadesse, S. (2006). Early childhood teacher education in Ethiopia: Progress and Emerging Challenges. Journal of Early Childhood Teacher Education. 27(2), 185-193
  • Hunzai, Z. N. (2009). Teacher education in Pakistan: Analysis of planning issues in early childhood education. Journal of Early Childhood Teacher Education, 30(3), 285-297.
  • Imig, D., Wiseman, D. & Imig, S. (2011) Teacher education in the United States of America, 2011. Journal of Education for Teaching, 37(4), 399-408
  • Jean Murray & Rowena Passy (2014) Primary teacher education in England: 40 years on. Journal of Education for Teaching, 40(5), 492-506.
  • Jo, S. (2008). English education and teacher education in South Korea. Journal of Education for Teaching, 34(4), 371-381.
  • Kartal, M. (2011). Türkiye’nin alan öğretmeni yetiştirme deneyimleri ve sürdürülebilir yeni model yaklaşımları. Buca Eğitim Fakültesi Dergisi 29, 50-57.
  • Kavak, Y., Aydın, Y. ve Altun, S. A. (2007). Öğretmen yetiştirme ve eğitim fakülteleri (Öğretmenin üniversitede yetiştirilmesinin değerlendirilmesi). Yüksek Öğretim Yayınları: Ankara.
  • Kazmer, M. M. and Xie, B. (2008). Qualitative interviewing in internet studies. playing with the media, playing with the method. Information, Communication & Society, 11(2), 257-278.
  • Krečič, M. J. and Grmek, M. I. (2005) The reasons students choose teaching professions. Educational Studies, 31(3), 265-274.
  • Low, E. L., Lim, S. K., Ch'ng, A. & Goh, K.C. (2011) Pre-service teachers' reasons for choosing teaching as a career in Singapore. Asia Pacific Journal of Education, 31(2), 195-210.
  • Manuel, J. and Hughes, J. (2006). It has always been my dream: Exploring pre-service teachers’ motivations for choosing to teach. Teacher Development. 10(1), 5-24.
  • Mason, J. (1998). Qualitative researching. Sage: London.
  • Mayer, D. (2014). Forty years of teacher education in Australia: 1974–2014. Journal of Education for Teaching. 40(5), 461-473.
  • Nuland, S. V. (2011) Teacher education in Canada. Journal of Education for Teaching, 37(4), 409-421.
  • Oktay, A. (1991). Öğretmenlik mesleği ve öğretmenin niteliği. Atatürk Eğitim Fakültesi dergisi. 3, 187-193.
  • Onwuegbuzie, A. J., and Leech, N. L. (2007). Sampling designs in qualitative research: Making the sampling process more public. The Qualitative Report. 12(2), 238-254.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage: Thousand Oaks, Calif.
  • Robinson, O. C. (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology. 11(1), 25-41.
  • Roth, D. and Swail, S. (2000). Certification and teacher preparation in the United States. Pacific Resources for Education and Learning: Washington.
  • Rubin, H. J. and Rubin, I. S. (2005). Qualitative interviewing. Sage: Thousand Oaks.
  • Saldana, J. (2013). The coding manual for qualitative researchers. Sage: Los Angeles.
  • Saracaloğlu, A. S. (1992). Türk ve Japon öğretmen yetiştirme sistemlerinin karşılaştırılması. Ege üniversitesi basımevi: İzmir.
  • Seidman, I. (2013). Interviewnig as qualitative research. Teachers college press: New York.
  • Shije, L. (1988). A study of cognitive development of different ethnic childiren and the development of teacher education for minorities on Qinhai Plateau, China. (In) International perspectives on teacher education. Ed: ( Donalld K. Sharpes). Routledge: London. 43-50.
  • Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge University Press: New York.
  • Suri, H. (2011). Purposeful sampling in qualitative research synthesis. Qualitative Research Journal. 11(2), 63-75.
  • Şendağ, S. ve Gedik, N. (2015). Yükseköğretim dönüşümünün eşiğinde Türkiye’de öğretmen yetiştirme sorunları: Bir model önerisi. Eğitim Teknolojisi Kuram ve Uygulama. 5(1), 72-91.
  • Tirri, K. (2014). The last 40 years in Finnish teacher education. Journal of Education for Teaching, 40(5), 600-609.
  • Watt, H. M. G. and Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction. 18, 408-428.
  • Zeichner, K. (2014). The struggle for the soul of teaching and teacher education in the USA. Journal of Education for Teaching, 40(5), 551-568.

Türk Eğitim Sisteminde Öğretmen Yetiştirme: Pedagojik Formasyon Sertifika Programının Yansımaları

Year 2018, Volume: 26 Issue: 2, 379 - 389, 15.03.2018

Abstract






























Bu çalışmanın temel amacı, Türk
eğitim sistemi içerisinde öğretmen yetiştiren yapılardan biri olan pedagojik
formasyon sertifika programında eğitim almakta olan öğretmen adaylarının
öğretmenlik mesleğini seçme nedenlerini ve bu çerçevede almış oldukları
formasyon eğitimine yönelik görüşlerini ortaya koymaktır. Çalışma, nitel
araştırma yöntemine uygun olarak yürütülmüş olup veri toplama aracı olarak yarı
yapılandırılmış mülakat kullanılmıştır. Araştırmada elde edilen bulgulardan
hareketle, katılımcıların öğretmenliğin sahip olduğuna inandıkları mesleki
avantajlarından dolayı kendi bölümlerini bırakarak öğretmen olmak istedikleri
ve bu kapsamda da sertifika programına kayıt yaptırdıkları söylenebilir.



References

  • Asare, B. K. and Nti, S. T. (2014). Teacher education in Ghana: A contemporary synopsis and matters arising. SAGE Open. 1–8.
  • Azman, N. (2013). Choosing teaching as a career: Perspectives of male and female Malaysian student teachers in training. European Journal of Teacher Education. 36(1), 113-130.
  • Bottoms, G. (2002). Raising the achievement of low-performing students: What high schools can do. (In) Teachers and teaching. Ed: J.R. HART. Nova: New York. 33-67.
  • Bransford, J., Hammond, L. D. and Le Page, P. (2005). Introduction. (In) Preparing teachers for a changing World. Ed: Linda Darling-Hammond and John Bransford. Jossey-Bass: San Francisco.
  • Dağlı, A. (2006). 2547 Sayılı Yüksek Öğretim Kanunu ve öğretmen yetiştiren kurumların üniversitelere devredilmesi. Elektronik Sosyal Bilimler Dergisi. 5(18), 44-53.
  • Daniel, J. (2012). Sampling Essentials. Sage: London. Denzin, N. K. and Lincoln, Y. S. (2005). Introduction. (In) The sage handbook of qualitative research. Ed: Norman K. Denzin and Yvonna S. Lincoln. Sage: London. 1-33.
  • Emihovich, G., Dana, T., Vernetson, T. and Colón, E. (2011). Changing standarts, changing needs. The gauntlet of teacher education reform. (In) Teacher education policy in the United States. Ed: Penelope M. Earley, David G. Imig, Nicholas M. Michelli. 47-76.
  • Furlong, J., Smith, C. M. and Brennan, M. (2009). Introduction. (In) Policy and politics in teacher education. Ed: John Furlong, Marilyn Cochran-Smith and Maire Brennan. Routledge: London.1-7.
  • Galletta, A. (2013). Mastering the semi-structured interview and beyond. New York University press: New York.
  • Glesne, C. (2011). Becoming Qualitative researchers. Pearson: Boston.
  • Gray, D. & Weir, D. (2014). Retaining public and political trust: Teacher education in Scotland. Journal of Education for Teaching. 40(5), 569-587.
  • Hammond, L. D., Hammerness, K., Gorssman, P., Rust, F., Shulman, L. (2005). The desgin of teacher education programs. (In) Preparing teachers for changing World. Ed: Linda-Darling Hammond and John Bransford, 390-441.
  • Helen M.G. Watt and Paul W. Richardson. (2012). An introduction to teaching motivations in different countries: Comparisons using the FIT-Choice scale. Asia-Pacific Journal of Teacher Education, 40(3), 185-197.
  • Hoot, J., Szente, J. and Tadesse, S. (2006). Early childhood teacher education in Ethiopia: Progress and Emerging Challenges. Journal of Early Childhood Teacher Education. 27(2), 185-193
  • Hunzai, Z. N. (2009). Teacher education in Pakistan: Analysis of planning issues in early childhood education. Journal of Early Childhood Teacher Education, 30(3), 285-297.
  • Imig, D., Wiseman, D. & Imig, S. (2011) Teacher education in the United States of America, 2011. Journal of Education for Teaching, 37(4), 399-408
  • Jean Murray & Rowena Passy (2014) Primary teacher education in England: 40 years on. Journal of Education for Teaching, 40(5), 492-506.
  • Jo, S. (2008). English education and teacher education in South Korea. Journal of Education for Teaching, 34(4), 371-381.
  • Kartal, M. (2011). Türkiye’nin alan öğretmeni yetiştirme deneyimleri ve sürdürülebilir yeni model yaklaşımları. Buca Eğitim Fakültesi Dergisi 29, 50-57.
  • Kavak, Y., Aydın, Y. ve Altun, S. A. (2007). Öğretmen yetiştirme ve eğitim fakülteleri (Öğretmenin üniversitede yetiştirilmesinin değerlendirilmesi). Yüksek Öğretim Yayınları: Ankara.
  • Kazmer, M. M. and Xie, B. (2008). Qualitative interviewing in internet studies. playing with the media, playing with the method. Information, Communication & Society, 11(2), 257-278.
  • Krečič, M. J. and Grmek, M. I. (2005) The reasons students choose teaching professions. Educational Studies, 31(3), 265-274.
  • Low, E. L., Lim, S. K., Ch'ng, A. & Goh, K.C. (2011) Pre-service teachers' reasons for choosing teaching as a career in Singapore. Asia Pacific Journal of Education, 31(2), 195-210.
  • Manuel, J. and Hughes, J. (2006). It has always been my dream: Exploring pre-service teachers’ motivations for choosing to teach. Teacher Development. 10(1), 5-24.
  • Mason, J. (1998). Qualitative researching. Sage: London.
  • Mayer, D. (2014). Forty years of teacher education in Australia: 1974–2014. Journal of Education for Teaching. 40(5), 461-473.
  • Nuland, S. V. (2011) Teacher education in Canada. Journal of Education for Teaching, 37(4), 409-421.
  • Oktay, A. (1991). Öğretmenlik mesleği ve öğretmenin niteliği. Atatürk Eğitim Fakültesi dergisi. 3, 187-193.
  • Onwuegbuzie, A. J., and Leech, N. L. (2007). Sampling designs in qualitative research: Making the sampling process more public. The Qualitative Report. 12(2), 238-254.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage: Thousand Oaks, Calif.
  • Robinson, O. C. (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology. 11(1), 25-41.
  • Roth, D. and Swail, S. (2000). Certification and teacher preparation in the United States. Pacific Resources for Education and Learning: Washington.
  • Rubin, H. J. and Rubin, I. S. (2005). Qualitative interviewing. Sage: Thousand Oaks.
  • Saldana, J. (2013). The coding manual for qualitative researchers. Sage: Los Angeles.
  • Saracaloğlu, A. S. (1992). Türk ve Japon öğretmen yetiştirme sistemlerinin karşılaştırılması. Ege üniversitesi basımevi: İzmir.
  • Seidman, I. (2013). Interviewnig as qualitative research. Teachers college press: New York.
  • Shije, L. (1988). A study of cognitive development of different ethnic childiren and the development of teacher education for minorities on Qinhai Plateau, China. (In) International perspectives on teacher education. Ed: ( Donalld K. Sharpes). Routledge: London. 43-50.
  • Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge University Press: New York.
  • Suri, H. (2011). Purposeful sampling in qualitative research synthesis. Qualitative Research Journal. 11(2), 63-75.
  • Şendağ, S. ve Gedik, N. (2015). Yükseköğretim dönüşümünün eşiğinde Türkiye’de öğretmen yetiştirme sorunları: Bir model önerisi. Eğitim Teknolojisi Kuram ve Uygulama. 5(1), 72-91.
  • Tirri, K. (2014). The last 40 years in Finnish teacher education. Journal of Education for Teaching, 40(5), 600-609.
  • Watt, H. M. G. and Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction. 18, 408-428.
  • Zeichner, K. (2014). The struggle for the soul of teaching and teacher education in the USA. Journal of Education for Teaching, 40(5), 551-568.
There are 43 citations in total.

Details

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

Zafer İbrahimoğlu This is me

Publication Date March 15, 2018
Acceptance Date October 31, 2017
Published in Issue Year 2018 Volume: 26 Issue: 2

Cite

APA İbrahimoğlu, Z. (2018). Teacher Training in The Turkish Education System: Reflections of The Pedagogical Formation Certification Program. Kastamonu Education Journal, 26(2), 379-389. https://doi.org/10.24106/kefdergi.389783

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