A Study on Teacher Candidates' Views on Teaching Career Ladders

Year 2023, , 194 - 204, 01.11.2023

Fatma Hümeyra Yücel

https://doi.org/10.21666/muefd.1353697

Cited By: 2

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

References

• Akyuz, Y. (2011). History of Turkish education. Pegem.
• Arslan, M. M. (2019). Current developments in the teaching profession and teacher training. T. Calik & M. M.
• Arslan (Ed.). Introduction to Training. Pegem.
• Baber, B. (1996). Some problems in the sociology of professions. Z. Cirhinlioglu (Reviser). Gundogan.
• Backfisch, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2021). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning and Instruction, 66, 101300.
• Bakioglu, A., & Banoglu, K. (2013). Examination of teacher views on the application of career ladders in teaching through metaphors and social network analysis. Marmara University Ataturk Faculty of Education Journal of Educational Sciences, 37(37), 28-55. https://dergipark.org.tr/en/pub/maruaebd/issue/386/2554
• Bakioglu, A., & Can, E. (2009). Evaluation of the examination for promotion in the career ladder. 18th National Educational Sciences Congress Abstract.
• Balci, A. (2021). Comparative education systems. Pegem.
• Baltaci, A. (2019). Qualitative research process: How to conduct a qualitative research? Journal of Ahi Evran University Institute of Social Sciences, 5(2) , 368-388. https://doi.org/10.31592/aeusbed.598299
• Basaran, Y. K. (2017). Sampling theory in social sciences. The Journal of Academic Social Science, 47, 480-495. https://doi.org/10.16992/ASOS.12368
• Berg, J. H., Carver, C. L., & Mangin, M. M. (2014). Teacher leader model standarts: Implications for preparation, policy and practise. Journal of Research on Leadership Education, 9(2), 195-217. https://doi.org/10.1177/1942775113507714
• Bulut, I. (2010). Evaluation of the attitudes of teacher candidates regarding the teaching profession (Dicle and Firat University example) . Journal of Dicle University Ziya Gokalp Faculty of Education, 14, 13-24. https://dergipark.org.tr/en/pub/zgefd/issue/47952/606705
• Buyukozturk, S., Cokluk, O., & Koklu, N. (2012). Statistics for the social sciences. Pegem.
• Buyukozturk, S., Cakmak, E. U., Akgun, O. E., Karadeniz, S., & Demirel, F. (2017). Scientific research methods. Pegem.
• Cosenza, M. N. (2015). Defining teacher leadership affirming the teacher leader model standarts. Issues in Teacher Education, 24(2), 79-99. https://files.eric.ed.gov/fulltext/EJ1090327.pdf
• Council of Higher Education. (2018). Teacher training guidelines for the implementation of new degree programs. Council of Higher Education.
• Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Sage Publications.
• Creswell, J. W. (2017). 30 essential skills for qualitative researchers. H. Ozcan (Reviser.). Ani.
• Calik, M., & Sozbilir, M. (2014). Parameters of content analysis. Education and Science, 39(174). https://dx.doi.org/10.15390/EB.2014.3412
• Celikten, M. (2008). The search for a new model in the teaching profession. Journal of Selcuk University Institute of Social Sciences, 19, 189-195. https://dergipark.org.tr/en/pub/susbed/issue/61795/924209
• Darling-Hammond, L. (2012). The right start: Creating a strong foundation for the teaching career. Phi Delta Kappan, 94(3), 8-13.
• Decree with the Force of Law on the Organizations of Higher Education Institutions (1982, 17 June). Government Gazette (Issue: 18228).
• Demir, S. B. (2011). Evaluation of teacher career ladder application by teachers. Journal of Education and Humanities: Theory and Practice, 3, 53-80.
• Deniz, B. (2009). The effect of career ladder application on teacher motivation [Unpublished Master's Thesis]. Yeditepe University.
• Erbas, M. K. (2014). The relationship between alienation levels of physical education teacher candidates and their attitudes towards the teaching profession. Australian Journal of Teacher Education (Online),39(8),37-52. https://search.informit.org/doi/10.3316/ielapa.479287103309286
• Erten, P. (2019). Generation Z attitudes towards digital technology. Gumushane University Journal of Social Sciences, 10(1), 190-202. https://dergipark.org.tr/en/pub/gumus/issue/44146/48781
• European Commission. (2012). Supporting the teaching professions for better learning outcomes. EC Publication.
• Finger, J., & Bamford, B. (2010). Classroom management strategies. T. Karakose (Reviser). Nobel.
• Gokyer, N. (2021). Teaching profession. N. Cemaloglu & F. Sahin. (Ed.). Introduction to Education. Pegem Akademi.
• Gurbuz, H., & Kisoglu, M. (2007). Attitudes towards the teaching profession of the students of the Faculty of Arts and Sciences and Education who are attending the master's program without thesis (Ataturk University example). Erzincan University Journal of Faculty of Education, 9(2), 71-83. https://dergipark.org.tr/en/pub/erziefd/issue/6007/80090
• Hancock, R.D., & Algozzine, B. (2006). Doing case study research. Teachers College Press.
• Harrison, C., & Killion, J. (2007, September 1). Ten roles for teacher leaders. https://www.ascd.org/el/articles/Ten-Roles-for-Teacher-Leaders
• Higher Education Law. (1981, 6 November). Law No. 2547. Government Gazette (Issue: 17506 ).
• Ingersoll, R. M., & Perda, D. (2008). The status of teaching as a profession. Schools and Society: A Sociological Approach to Education, 3, 106-118.
• Kaplan, I., & Gulcan, G. M. (2020). Examination of views on the creation of teacher career ladders: Mixed methods research. Gazi Journal of Educational Sciences, 6(3), 380-406. https://dergipark.org.tr/en/pub/gebd/issue/58009/720428
• Karatekin, K. , Merey, Z., & Kece, M. (2015). Attitudes of social studies teacher candidates towards the teaching profession. Van Yuzuncu Yil University Journal of Faculty of Education, 12(1), 72-96 . https://dergipark.org.tr/en/pub/yyuefd/issue/25854/272573
• Kincal, R. Y. (2013). Scientific research methods. Nobel.
• Kurt, M. (2007). The meanings that teachers and administrators attach to the practice of teaching career ladders [Unpublished Master's Thesis]. Nigde University.
• Lynn, S. K. (2002). The winding path: Understanding the career cycle of teachers. The Clearing House, 75(4), 179-182.
• MacBeath, J. (2012). Future of teaching profession (pp. 1-112). Education International.
• Mete, Y. A. (2013). Teacher training and appointment policies in South Korea, Japan, New Zealand and Finland. Electronic Turkish Studies, 8(12), 859-878.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Sage.
• Ministry of National Education. (2005). Öğretmenlik Kariyer Basamaklarinda Yükselme Yönetmeliği. Government Gazette (Issue: 25905).
• Ministry of National Education. (2008). Teacher qualifications: General and specific field competencies of the teaching profession. General Directorate of Teacher Training and Training.
• Ministry of National Education. (2015). Ministry of National Education Regulation on Appointment and Relocation of Teachersi. Government Gazette (Issue: 29329).
• Ministry of National Education. (2017). General qualifications of the teaching profession. General Directorate of Teacher Training and Development.
• Ministry of National Education. (2022). Prospective Teaching and Teaching Career Ladder Regulations. Government Gazette (Issue: 31833).
• Monteiro, A. R. (2015). The teaching profession: Present and future (pp. 47-60). Springer International Publishing.
• Nussli, N., & Oh, K. (2014). The components of effective teacher training in the use of three-dimensional immersive virtual worlds for learning and instruction purposes: a literature review. Journal of Technology and Teacher Education, 22(2), 213-241.
• Saracaloglu, A. S., & Ceylan, V. K. (2016). Teacher training in different countries: USA, South Korea, Ireland, Singapore and Turkey. In The 4th International Congress on Curriculum and Instruction.
• Symeonidis, V. (2015). The status of teachers and the teaching profession. Education International Research Institute.
• Serbănescu, L., & Popescu, T. (2014). Motivation for the teaching career. Procedia-Social and Behavioral Sciences, 127, 691-695.
• Teacher Leadarship Exploratory Consortium (2011). Teacher model standarts. https://www.ets.org/s/education_topics/teaching_quality/pdf/teacher_leader_model_standarts.pdf
• Teaching Profession Law. (2022, 3 Subat). Law No. 7354. Government Gazette (Issue: 31750).
• Turan, B., & Turan, S. (2009). Their working status is different, the level of competence of the teachers according to their own perceptions. Kastamonu Education Journal, 17(3), 799–820. https://dergipark.org.tr/en/pub/kefdergi/issue/49068/626082
• Turer, A. (2009). Teacher training and problems in Turkey-I. Sivas Cumhuriyet University.
• Utkutug, C. P. (2007). Total achievement indicator method and case study [Unpublished Master's Thesis]. Ankara University.
• Yang Keo, S. D. (2016). Changing how schools and the profession are organized: building a foundation for a national system of teacher career ladders at the national center on education and the economy [Unpublished Doctoral Thesis]. Harvard Graduate School of Education.
• York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316. https://doi.org/10.3102/003/0034543074003255