A Study on Teacher Candidates' Views on Teaching Career Ladders

Abstract

The teaching career ladder system went into effect in 2022 with the "Teaching Profession Law". With this application, teachers who meet certain criteria progress in their careers in the form of "expert teacher" and "head teacher". The study was designed with the idea that the training for the teaching profession should be carried out professionally beginning in the undergraduate level. It was aimed to determine the opinions of the teacher candidates for their career development. In this context, the study prioritizes the examination of current developments in the teaching career ladder and the investigation of general trends. The qualitative research method was used to prepare the study. At the same time, it was designed in the form of situational study, and the analysis of the data was carried out through content analysis. The participants of the study were determined as teacher candidates, and the data were obtained from 67 teacher candidates. In the study, a semi-structured interview form including 6 different questions was used. In the analysis of the data, "frequency" technique and "direct quotation" method were applied. According to the results of the research, teaching career ladders were evaluated as "negative" and "positive". In the appointment of teacher candidates to the profession, the criteria of "psychometric tests" and "being a graduate of the faculty of education" have become more prominent. It was stated that the qualitative development of teachers should be increased for career ladders, and the "written exam" and "interview" criteria were declared at a higher level

Keywords

• Prospective Teacher
• Teacher Candidate
• Teacher Training
• Teaching Career Ladder
• Öğretmenlik Mesleği

Öğretmen Adaylarının Öğretmenlik Kariyer Basamaklarına İlişkin Görüşleri Üzerine Bir İnceleme

Abstract

Öğretmenlik kariyer basamakları sistemi 2022 yılında “Öğretmenlik Meslek Kanunu” ile yürürlüğe girmiştir. Bu uygulama ile belirli kriterleri sağlayan öğretmenler “uzman öğretmen” ve “başöğretmen” biçiminde kariyerlerinde ilerleme sağlamaktadır. Hazırlanan çalışmada ise öğretmenlik mesleğine yönelik yetiştirmenin lisanstan itibaren profesyonel biçimde gerçekleştirilmesi göz önünde bulundurulmuş ve öğretmen adaylarının kariyer gelişimlerine yönelik görüşlerin belirlenmesi amaçlanmıştır. Bu bağlamda araştırmada öğretmenlik kariyer basamaklarına yönelik güncel gelişmelerin incelenmesi ve genel eğilimlerin araştırılması öncelenmiştir. Çalışma nitel araştırma yöntemine uygun biçimde hazırlanmıştır. Aynı zamanda durumsal çalışma şeklinde desenlenmiş, verilerin analizi içerik analizi yoluyla gerçekleştirilmiştir. Araştırmanın katılımcıları öğretmen adayları olarak belirlenmiş ve veriler 67 öğretmen adayından elde edilmiştir. Çalışmada 6 farklı soruyu içeren yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin çözümlenmesinde “frekans” tekniği ile “doğrudan alıntılama” yöntemi uygulanmıştır. Araştırma sonuçlarına göre öğretmenlik kariyer basamakları “olumsuz” ve “olumlu” şeklinde değerlendirilmiştir. Öğretmen adayları tarafından mesleğe atanmada “psikometrik testler” ve “eğitim fakültesi mezunu olmak” kriterleri daha fazla ön plana çıkmıştır. Öğretmenlerin kariyer basamakları içinse niteliksel gelişmelerinin artırılması gerektiği ifade edilmiş, “yazılı sınav” ve “mülakat” kriterleri daha yüksek düzeyde beyan edilmiştir

Keywords

• Aday Öğretmen
• Öğretmen Yetiştirme
• Öğretmenlik Kariyer Basamakları
• Öğretmenlik Mesleği

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