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Yabancı Diller Yüksekokullarında Yeni Öğretim Görevlisi İstihdam Sürecinin Gereklilikleri: Yöneticiler Ne Diyor?

Year 2021, Volume: 11 Issue: 2 Pt 1, 227 - 243, 01.08.2021
https://doi.org/10.2399/yod.21.531653

Abstract

2018 yılında 2547 sayılı Kanun çerçevesinde "okutman, uzman, çevirici ve eğitim-öğretim planlamacısı" olarak yükseköğretim kurumlarında mevzuatta belirtilen görevleri yerine getirmek üzere görevlendirilen kişilerin de unvanları değiştirilerek hepsi "öğretim görevlisi" adı altında birleştirilmiştir. Bu yasal değişiklik aynı zamanda yeni istihdam edilecek olan öğretim görevlilerinden istenen gerekliliklerde de değişime yol açmıştır. Bu değişiklikle birlikte yabancı diller yüksekokullarında istihdam edilecek olan öğretim görevlilerinin yüksek lisans derecesine sahip olmaları ön koşulu getirilmiştir. Bu araştırma ile yabancı diller yüksekokulu yöneticilerinin bu değişiklik hakkındaki görüşleri tespit edilmiştir. Bu çalışmanın bulguları özellikle yeni öğretim görevlisi istihdam etme sürecinde yaşadıkları zorluklardan dolayı yöneticilerin yeni uygulamaya ilişkin olumsuz görüşlere sahip olduğunu ortaya koymaktadır. İngilizce öğretmenliğinde yüksek lisansa alternatif olarak sertifikasyon, öğretim deneyimi ve diğer ilişkili alanlarda yapılacak olan yüksek lisans derecesi gösterilmiştir. Öğretim görevlilerine özellikle kuram ve uygulamayı bütünleştiren sürekli mesleki gelişim çalışmalarının sağlanması önerilmektedir.

References

  • Akbari, R., & Dadvand, B. (2011). Does formal teacher education make a difference? A comparison of pedagogical thought units of B.A. versus M.A. teachers. The Modern Language Journal, 95, 44–60.
  • Akcan, S., Aydın, B., Karaman, A. C., Seferoğlu, G., Korkmazgil, S., Özbilgin, A., & Selvi, A. F. (2017). Qualities and qualifications of EFL professionals: What do intensive English program administrators think? TESOL Journal, 83, 675–695.
  • Archibald, S. (2006). Narrowing in on educational resources that do affect student achievement. Peabody Journal of Education, 81(4), 23–42.
  • Balcı, Ö., Durak-Üğüten, S., & Çolak, F. (2018). The evaluation of compulsory English preparatory program: The case of Necmettin Erbakan University School of Foreign Languages. [Article in Turkish]. Journal of Theoretical Educational Science, 11(4), 860–893.
  • Berry, B. (2013). Recruiting and retaining “Highly Qualified Teachers” for hard-to-staff schools. Retrieved from https://sparkaction.org/content/ recruiting-and-retaining-highly-qualified-teachers-hard-staff-schools (December 27, 2018).
  • Bird, D. O. (2017). Relationship between teacher effectiveness and student achievement: An investigation of teacher quality. Doctoral dissertation, Ball State University, Muncie, IN, USA.
  • Blömeke, S., Olsen, R. V., & Suhl, U. (2016). Relation of student achievement to the quality of their teachers and instructional quality. In T. Nilsen, & J.-E. Gustafsson (Eds.) Teacher quality, instructional quality and student outcomes (pp. 21–50). Cham: Springer.
  • Boyd, D., Goldhaber, D., Lankford, H., & Wyckoff , J. (2007). The effect of certification and preparation on teacher quality. The Future of Children, 17(1), 45–68.
  • British Council (2015). Türkiye’de yükseköğretim kurumlarındaki İngilizce eğitimi [The state of English in higher education in Turkey]. Ankara: British Council.
  • Cambridge English (2020a). CELTA (Certificate in English Language Teaching to Adults). Retrieved from https://www.cambridgeenglish.org/teaching-english/teaching-qualifications/celta/ (December 27, 2018).
  • Cambridge English (2020b). DELTA. Retrieved from https://www.cambridgeenglish.org/teaching-english/teaching-qualifications/ delta/ (December 27, 2018).
  • Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of Education Review, 26(6), 673–682.
  • Darling-Hammond, L., & Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13–25.
  • Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.
  • Demirel, O. (1991). Challenges faced in foreign language teacher education. [Article in Turkish]. Hacettepe Universitesi Eğitim Fakultesi Dergisi, 6, 25–39.
  • Ferguson, R. F. (1991). Paying for public education: New evidence on how and why money matters. Harvard Journal on Legislation, 28(2), 465–498.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.
  • Gallagher, H. A. (2004). Vaughn elementary’s innovative teacher evaluation system: Are teacher evaluation scores related to growth in student achievement? Peabody Journal of Education, 79(4), 79–107.
  • Goldhaber, D. D., & Brewer, D. J. (2000). Does teacher certification matter? High school teacher certification status and achievement. Educational Evaluation and Policy Analysis, 22(2), 129–145.
  • Hanushek, E. A. (1989). The impact of differential expenditures on school performance. Educational Researcher, 18(4), 45–62.
  • Harris, D. N., & Sass, T. R. (2008). Teacher training, teacher quality, and student achievement. Working Paper 3. Arlington, VA: National Center for Analysis of Longitudinal Data in Education.
  • Hawk, P. P., Coble, C. R., & Swanson, M. (1985). Certification: It does matter. Journal of Teacher Education, 36(3), 13–15.
  • Heck, R. H. (2007). Examining the relationship between teacher quality as an organisational property of schools’ and students’ achievement and growth rates. Educational Administration Quarterly, 43(4), 399–432.
  • Huang, F. L., & Moon, T. R. (2009). Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools. Educational Assessment, Evaluation and Accountability, 21(3), 209–234.
  • Johnson, K. A. (2000). The effects of advanced teacher training in education on student achievement. Retrieved from https://www.heritage.org/education/ report/the-effects-advanced-teacher-training-education-student-achievement (December 27, 2018).
  • Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2006). What does certification tell us about teacher effectiveness? Evidence from New York City. Working Paper no 12155. Cambridge, MA: National Bureau of Economic Research.
  • Kılıçkaya, F. (2018). Recruitment of English language instructors at the schools of foreign languages in Turkey: Issues and challenges. Balıkesir University The Journal of Social Sciences Institute, 21(40), 159–181.
  • Kırkgöz, Y. (2014). Students’ perceptions of English versus Turkish language used as the medium of instruction in higher education in Turkey. Turkish Studies, 9(12), 443–459.
  • King, C., Feltey, K., & Susel, B, (1998). The question of participation: Toward authentic public participation in public administration. Public Administration Review, 58(4), 317–326.
  • Memurlar.net (2018, Feb 1). Okutman ve uzmanlık kadroları da kaldırılıyor [Titles such as lecturer and specialist are being removed]. Retrieved from https://www.memurlar.net/haber/725654/kanun-teklifi-degistirildi-okutman-ve-uzman-kadrolari-da-kaldiriliyor.html (December 22, 2018).
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
  • Noell, G. H., & Burns, J. L. (2006). Value-added assessment of teacher preparation: An illustration of emerging technology. Journal of Teacher Education, 57(1), 37–50.
  • Reimer, D., & Dorf, H. (2014). Teacher recruitment in context: Differences between Danish and Finnish beginning teacher education students. Scandinavian Journal of Educational Research, 58(6), 659–677.
  • Resmi Gazete (Official Gazette) (2008, July 31). Öğretim üyesi dışındaki öğretim elemanı kadrolarına yapılacak atamalarda uygulanacak merkezi sınav ile giriş sınavlarına ilişkin usul ve esaslar hakkında yönetmelik [Regulation on the procedures and principles of the central and entrance examinations to be implemented to appoint academic staff except faculty members-academics]. Retrieved from https://yoksis.yok.gov.tr/ilansayfa/docs/ YONETMELIK_MEVZUAT.pdf (January 08, 2019).
  • Resmi Gazete (Official Gazette) (2018, June 7). Öğretim üyesi dışındaki öğretim elemanı kadrolarına yapılacak atamalarda uygulanacak merkezi sınav ile giriş sınavlarına ilişkin usul ve esaslar hakkında yönetmelikte değişiklik yapılmasına dair yönetmelik [Changes on the regulation on the procedures and principles of the central and entrance examinations to be implemented to appoint academic staff except faculty members-academics]. Retrieved from http://www.resmigazete.gov.tr/main.aspx?home= http://www.resmigazete.gov.tr/eskiler/2018/06/20180607.htm&main=http://www.resmigazete.gov.tr/eskiler/2018/06/20180607.htm (January 08, 2019).
  • Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458.
  • Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94(2), 247–252.
  • Seferoğlu, G. (2007). A study of alternative English teacher certification practices in Turkey. Journal of Education for Teaching, 30(2), 151–159.
  • Ünal, M., & İlhan, E. (2017). Case study on the problems and suggestions in foreign language teaching and learning at higher education. Journal of Education and Training Studies, 5(6), 64–72.

The New Requirement for Instructor Recruitment at School of Foreign Languages: What Do Administrators Think?

Year 2021, Volume: 11 Issue: 2 Pt 1, 227 - 243, 01.08.2021
https://doi.org/10.2399/yod.21.531653

Abstract

In 2018, a legislative change -law number 2547- resulted in the adoption of the title "instructor", replacing "lecturers, specialists, translators, and education planners" for positions at the different departments of universities. This law also led to an adjustment in the instructor recruitment requirements. Correspondingly, the English language teaching instructors must have completed a master's degree to be hired to work at School of Foreign Languages (SFLs). This paper aims to uncover the opinions and suggestions of School of Foreign Language administrators about this change. This study shows that administrators approach the new requirement unenthusiastically due to the possible problems in hiring instructors. As an alternative criterion to a master's degree in ELT, administrators consider certification, teaching experience and graduate degrees in non-ELT programs. The results suggest that instructors be provided with professional development opportunities that merges theory into practice.

References

  • Akbari, R., & Dadvand, B. (2011). Does formal teacher education make a difference? A comparison of pedagogical thought units of B.A. versus M.A. teachers. The Modern Language Journal, 95, 44–60.
  • Akcan, S., Aydın, B., Karaman, A. C., Seferoğlu, G., Korkmazgil, S., Özbilgin, A., & Selvi, A. F. (2017). Qualities and qualifications of EFL professionals: What do intensive English program administrators think? TESOL Journal, 83, 675–695.
  • Archibald, S. (2006). Narrowing in on educational resources that do affect student achievement. Peabody Journal of Education, 81(4), 23–42.
  • Balcı, Ö., Durak-Üğüten, S., & Çolak, F. (2018). The evaluation of compulsory English preparatory program: The case of Necmettin Erbakan University School of Foreign Languages. [Article in Turkish]. Journal of Theoretical Educational Science, 11(4), 860–893.
  • Berry, B. (2013). Recruiting and retaining “Highly Qualified Teachers” for hard-to-staff schools. Retrieved from https://sparkaction.org/content/ recruiting-and-retaining-highly-qualified-teachers-hard-staff-schools (December 27, 2018).
  • Bird, D. O. (2017). Relationship between teacher effectiveness and student achievement: An investigation of teacher quality. Doctoral dissertation, Ball State University, Muncie, IN, USA.
  • Blömeke, S., Olsen, R. V., & Suhl, U. (2016). Relation of student achievement to the quality of their teachers and instructional quality. In T. Nilsen, & J.-E. Gustafsson (Eds.) Teacher quality, instructional quality and student outcomes (pp. 21–50). Cham: Springer.
  • Boyd, D., Goldhaber, D., Lankford, H., & Wyckoff , J. (2007). The effect of certification and preparation on teacher quality. The Future of Children, 17(1), 45–68.
  • British Council (2015). Türkiye’de yükseköğretim kurumlarındaki İngilizce eğitimi [The state of English in higher education in Turkey]. Ankara: British Council.
  • Cambridge English (2020a). CELTA (Certificate in English Language Teaching to Adults). Retrieved from https://www.cambridgeenglish.org/teaching-english/teaching-qualifications/celta/ (December 27, 2018).
  • Cambridge English (2020b). DELTA. Retrieved from https://www.cambridgeenglish.org/teaching-english/teaching-qualifications/ delta/ (December 27, 2018).
  • Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of Education Review, 26(6), 673–682.
  • Darling-Hammond, L., & Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13–25.
  • Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.
  • Demirel, O. (1991). Challenges faced in foreign language teacher education. [Article in Turkish]. Hacettepe Universitesi Eğitim Fakultesi Dergisi, 6, 25–39.
  • Ferguson, R. F. (1991). Paying for public education: New evidence on how and why money matters. Harvard Journal on Legislation, 28(2), 465–498.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.
  • Gallagher, H. A. (2004). Vaughn elementary’s innovative teacher evaluation system: Are teacher evaluation scores related to growth in student achievement? Peabody Journal of Education, 79(4), 79–107.
  • Goldhaber, D. D., & Brewer, D. J. (2000). Does teacher certification matter? High school teacher certification status and achievement. Educational Evaluation and Policy Analysis, 22(2), 129–145.
  • Hanushek, E. A. (1989). The impact of differential expenditures on school performance. Educational Researcher, 18(4), 45–62.
  • Harris, D. N., & Sass, T. R. (2008). Teacher training, teacher quality, and student achievement. Working Paper 3. Arlington, VA: National Center for Analysis of Longitudinal Data in Education.
  • Hawk, P. P., Coble, C. R., & Swanson, M. (1985). Certification: It does matter. Journal of Teacher Education, 36(3), 13–15.
  • Heck, R. H. (2007). Examining the relationship between teacher quality as an organisational property of schools’ and students’ achievement and growth rates. Educational Administration Quarterly, 43(4), 399–432.
  • Huang, F. L., & Moon, T. R. (2009). Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools. Educational Assessment, Evaluation and Accountability, 21(3), 209–234.
  • Johnson, K. A. (2000). The effects of advanced teacher training in education on student achievement. Retrieved from https://www.heritage.org/education/ report/the-effects-advanced-teacher-training-education-student-achievement (December 27, 2018).
  • Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2006). What does certification tell us about teacher effectiveness? Evidence from New York City. Working Paper no 12155. Cambridge, MA: National Bureau of Economic Research.
  • Kılıçkaya, F. (2018). Recruitment of English language instructors at the schools of foreign languages in Turkey: Issues and challenges. Balıkesir University The Journal of Social Sciences Institute, 21(40), 159–181.
  • Kırkgöz, Y. (2014). Students’ perceptions of English versus Turkish language used as the medium of instruction in higher education in Turkey. Turkish Studies, 9(12), 443–459.
  • King, C., Feltey, K., & Susel, B, (1998). The question of participation: Toward authentic public participation in public administration. Public Administration Review, 58(4), 317–326.
  • Memurlar.net (2018, Feb 1). Okutman ve uzmanlık kadroları da kaldırılıyor [Titles such as lecturer and specialist are being removed]. Retrieved from https://www.memurlar.net/haber/725654/kanun-teklifi-degistirildi-okutman-ve-uzman-kadrolari-da-kaldiriliyor.html (December 22, 2018).
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
  • Noell, G. H., & Burns, J. L. (2006). Value-added assessment of teacher preparation: An illustration of emerging technology. Journal of Teacher Education, 57(1), 37–50.
  • Reimer, D., & Dorf, H. (2014). Teacher recruitment in context: Differences between Danish and Finnish beginning teacher education students. Scandinavian Journal of Educational Research, 58(6), 659–677.
  • Resmi Gazete (Official Gazette) (2008, July 31). Öğretim üyesi dışındaki öğretim elemanı kadrolarına yapılacak atamalarda uygulanacak merkezi sınav ile giriş sınavlarına ilişkin usul ve esaslar hakkında yönetmelik [Regulation on the procedures and principles of the central and entrance examinations to be implemented to appoint academic staff except faculty members-academics]. Retrieved from https://yoksis.yok.gov.tr/ilansayfa/docs/ YONETMELIK_MEVZUAT.pdf (January 08, 2019).
  • Resmi Gazete (Official Gazette) (2018, June 7). Öğretim üyesi dışındaki öğretim elemanı kadrolarına yapılacak atamalarda uygulanacak merkezi sınav ile giriş sınavlarına ilişkin usul ve esaslar hakkında yönetmelikte değişiklik yapılmasına dair yönetmelik [Changes on the regulation on the procedures and principles of the central and entrance examinations to be implemented to appoint academic staff except faculty members-academics]. Retrieved from http://www.resmigazete.gov.tr/main.aspx?home= http://www.resmigazete.gov.tr/eskiler/2018/06/20180607.htm&main=http://www.resmigazete.gov.tr/eskiler/2018/06/20180607.htm (January 08, 2019).
  • Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458.
  • Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94(2), 247–252.
  • Seferoğlu, G. (2007). A study of alternative English teacher certification practices in Turkey. Journal of Education for Teaching, 30(2), 151–159.
  • Ünal, M., & İlhan, E. (2017). Case study on the problems and suggestions in foreign language teaching and learning at higher education. Journal of Education and Training Studies, 5(6), 64–72.
There are 39 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Original Empirical Research
Authors

Erdem Aksoy 0000-0002-8395-1738

Derya Bozdoğan This is me 0000-0003-2266-8450

Mümin Şen This is me 0000-0002-3864-6419

Publication Date August 1, 2021
Published in Issue Year 2021 Volume: 11 Issue: 2 Pt 1

Cite

APA Aksoy, E., Bozdoğan, D., & Şen, M. (2021). The New Requirement for Instructor Recruitment at School of Foreign Languages: What Do Administrators Think?. Yükseköğretim Dergisi, 11(2 Pt 1), 227-243. https://doi.org/10.2399/yod.21.531653

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