PISA'DA EN İYİ PERFORMANS GÖSTEREN ÜLKELERİN ve TÜRKİYE'NİN ÖĞRETMEN YETERLİKLERİNİN KARŞILAŞTIRMALI ANALİZİ
Abstract
Bu çalışmanın amacı, PISA'da en iyi performans gösteren ülkeler (Singapur, Hong Kong, Estonya, Kanada) ile Türkiye'nin öğretmen yeterlik çerçevelerini (ÖYÇ) karşılaştırmak ve bu ülkelerin öğretmen yeterlikleri arasındaki benzerlikleri ve farklılıkları ortaya koymaktır. Çalışmada karşılaştırmalı eğitim yöntemi kullanılmıştır. Örneklem olarak PISA'da başarı gösteren farklı bölgelerden ülkeler seçilmiş ve bu ülkelerin ÖYÇ’leri başlıca veri kaynakları olarak incelenmiştir. Verilerin analizinde betimsel analiz kullanılmıştır. Bu çalışmanın sonucunda, “alan bilgisi, pedagojik beceriler, öğretmenlerin sürekli mesleki gelişimi ve işbirliği, öğrenci gelişimini destekleme”nin Türkiye dâhil incelenen tüm ülkelerin ÖYÇ'lerinde ortak olan yeterlikler olduğu görülmüştür. Ancak günümüz dünyasında oldukça önemli olan “Teknolojik-pedagojik beceriler” alanı sadece Estonya'nın ÖYÇ'sinde bulunmaktadır. ÖYÇ'lerin yayın yıllarının büyük farklılıklar gösterdiği görülmüştür. İncelenen ülkelerin ÖYÇ'lerinin büyük ölçüde benzerlikler gösterdiği, ancak aralarında bazı farklılıkların da olduğu sonucuna varılmıştır. Son olarak, Türkiye'nin ÖYÇ'sinin PISA’da en iyi performans gösteren ülkelerin ÖYÇ'leri ile büyük ölçüde benzerlikler gösterdiği görülmüştür.
References
- Abbasioğlu, E. (2017). A comparative study of teacher training and appointment system in Japan, Finland and Turkey. [Master’s thesis, Yıldız Technical University]. Turkish National Thesis Center.
- Aboyi, E. A. (1997). Financing technical education in Nigeria: issues and trends. National Conference of the School of Vocational and Technical Education OJU, 9-11 July.
- Advisory Committee on Teacher Education and Qualifications. (2003). The teacher competencies framework and the continuing professional development of teachers.
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Abstract
The aim of this study is to compare the teacher competency frameworks (TCFs) of top performing countries in PISA (Singapore, Hong Kong, Estonia, Canada) and Türkiye and to reveal the similarities and differences among teacher competences of these countries. Comparative education method was used in the study. Successful countries in PISA from different regions were chosen as sample countries. Official documents on teacher education and specifically TCFs of sample countries were examined as the main data sources. Descriptive analysis was used for the analysis of data. This study revealed that “subject matter knowledge and pedagogical skills, teachers’ continuous professional development and collaboration, and supporting student development” are the in common competences in all sample high-achieving countries’ TCFs including Türkiye. However, “Techno-pedagogical skills” domain, which is quite important in today’s world, exists only in Estonia’s TCF. It was seen that publishing year of TCFs differs greatly. It was concluded that sample countries’ TCFs have similarities largely while there are also some differences among them. Finally, it was seen that Türkiye’s TCF shows similarities to sample top-performing countries’ TCFs to a great extent.
References
- Abbasioğlu, E. (2017). A comparative study of teacher training and appointment system in Japan, Finland and Turkey. [Master’s thesis, Yıldız Technical University]. Turkish National Thesis Center.
- Aboyi, E. A. (1997). Financing technical education in Nigeria: issues and trends. National Conference of the School of Vocational and Technical Education OJU, 9-11 July.
- Advisory Committee on Teacher Education and Qualifications. (2003). The teacher competencies framework and the continuing professional development of teachers.
- Akgül, M. (2017). A comparative analysis of teacher education and appointment policies/systems based on PISA examinations. [Master’s thesis, Gaziantep University]. Turkish National Thesis Center.
- Akın, S., & Sözen-Özdoğan, S. (2021). Generic teacher competencies: the building blocks in Turkey, Singapore, and Hong Kong. Ankara University Journal of Faculty of Educational Sciences, 54 (1), 269-312. https://doi.org/10.30964/auebfd.642519
- Atar, H. Y. (2014). Multilevel effects of teacher characteristics on TIMSS 2011 science achievement. Education and Science, 39(172), 121-137.
- Avcı, B., & Yücel-Toy, B. (2018). Comparison of Norwegian and Turkish education systems and teacher training systems. Mediterranean Journal of Educational Research, 12(25), 39 - 59. https://doi.org/10.29329/mjer.2018.153.3
- Barber, M., & Mourshed, M. (2007). How the world's best-performing schools systems come out on top? McKinsey & Company.
Details
| Primary Language | English |
|---|---|
| Subjects | Comparative and Cross-Cultural Education, Teacher Education and Professional Development of Educators |
| Journal Section | Articles |
| Authors | |
| Early Pub Date | January 26, 2024 |
| Publication Date | January 31, 2024 |
| Published in Issue | Year 2024 Volume: 14 Issue: 1 |
