Hizmet Öncesi Öğretmen Eğitimi Programlarının Uluslararasılaşma Açısından İncelenmesi: Öğretmen Adaylarının Uluslararası Deneyimleri

Year 2023, Volume: 20 Issue: 3, 1085 - 1110, 26.12.2023

Kadriye Dimici

https://doi.org/10.33711/yyuefd.1329056

Abstract

Bu çalışma Türkiye yükseköğretiminde öğretmen eğitimi programlarının uluslararasılaşmasını incelemektedir. Bu kapsamda hizmet öncesi öğretmen eğitimi süreçlerinde uluslararası bir deneyime sahip olan öğretmen adaylarından elde edilen veriler kullanılmaktadır. Türkiye’nin batısında yer alan bir devlet üniversitesinde farklı öğretmen eğitimi programlarında öğrenim görmekte olan on bir katılımcı uluslararasılaşma ile ilgili görüşlerini her bir ülkede kullanılan öğretim programına odaklanarak ve Türkiye’deki üniversiteleri ve yurtdışında gittikleri üniversite arasında karşılaştırmalar yaparak açıklamaktadır. Bulgular, genel olarak öğretmen adaylarının uluslararasılaşma ile ilgili olumlu bir bakış açısına sahip olduklarını ve öğretmen eğitimi programlarına uluslararası bir yön eklenmesinin gerekli olduğunu göstermektedir. Bununla beraber, üniversitedeki öğretim programlarını uluslararasılaşma ve öğretmen adaylarına küresel bir bakış açısı kazandırma açısından yetersiz buldukları görülmektedir. Ancak gittikleri ülkelerde kullanılan programla ilgili daha iyimser algılara sahip oldukları ve orada kullanılan etkileşimli yöntemlerin kendi üniversitelerindeki öğretmen eğitimcileri tarafından da kullanılmasını arzu ettikleri anlaşılmaktadır. Bu bulgular ışığında öğretmen eğitimi programlarının uluslararası bir yönü olması gerektiği ve bu sürecin bütünleyici ve çok yönlü olması gerektiği önerilebilir.

Keywords

uluslararasılaşma, hizmet öncesi öğretmen eğitimi programı, uluslararası deneyim

An Analysis of the Internationalization of Pre-Service Teacher Education Curricula: The International Experience of Prospective Teachers

Abstract

This article analyses the concept of internationalizing teacher education curricula in Turkish higher education. It relies on the data collected from the prospective teachers with an international experience during their pre-service teacher education process. The eleven participants from different teacher education programs of a state university in the west part of Türkiye explain their opinions on internationalization through comparisons between their university in Türkiye and the host university abroad, focusing on the curriculum used in each country. The findings mainly show that the prospective teachers have a favourable viewpoint regarding internationalization and agree with the necessity to add an international aspect to the teacher education curricula. However, they find the curricula in their countries insufficient for internationalization and for providing prospective teachers with a global perspective. Furthermore, they have more optimistic perceptions about the curricula used in the host countries and desire that teacher educators use more interactive teaching methods in their countries, too. These findings suggest that teacher education must include an international aspect in the curriculum, and this process must be integrative and multi-faceted.

Keywords

Internationalization, pre-service teacher education curriculum, international experience

References

• Aslan Bağcı, Ö., Erdem, S. & Erişen, Y. (2018). Evaluation of the Erasmus+ KA103 mobility programme according to views of students and coordinators. Türkiye Eğitim Dergisi, 3(1), 54-76.
• Aydın, S. (2012). “I am not the same after my Erasmus”: qualitative research. The Qualitative Report, 17(55), 1-23.
• Balagtas, M. U., Papango, M.C., Reyes, Z. Q. & Ubina, M. M. (2013). Development programs for the internationalization of teacher education institutions in the Philippines. E-International Scientific Research Journal, 5(4), 1-12.
• Ceylan, O., Yağlı, C., Çobanoğlu, A.O. & Genç, S.Z. (2017). Küreselleşen dünyada eğitimin uluslararasılaştırılması ile ilgili öğretmen görüşlerinin değerlendirilmesi. Mediterranean Journal of Educational Research, 11(22), 53-66.
• Certel, S.S. (2010). A qualitative study of the Turkish Erasmus exchange students' academic lives. [Unpublished master thesis]. Yeditepe University
• Clifford, V. A., & Joseph, C. (2005). Report of the internationalisation of the curriculum project. Monash University Publishing.
• Çepni, O., Aydın, F. & Kılınç, A. (2018). The problems that students participating in Erasmus programme encountered and their solutions: a phenomenological study. Yükseköğretim ve Bilim Dergisi, 8(3), 436 - 450. DOI: https://doi.org/10.5961/jhes.2018.285
• Çetinsaya, G. (2014). Büyüme, kalite, uluslararasılaşma: Türkiye yükseköğretimi için bir yol haritası. Yükseköğretim Kurulu Yayını.
• Dimici, K. (02-04 Mayıs, 2019). Öğretmen eğitimi programlarının uluslararasılaşmasında yaşanan zorluklar ve çözüm önerileri [Paper presentation] 1st International Science, Education, Art & Technology Symposium UBEST 2019, İzmir, Türkiye.
• Dinçer, Ç., Aslan, B. & Bayraktar, A. (2017). Ankara University Erasmus coordinators views on Erasmus programme. Ankara University, Journal of Faculty of Educational Sciences, 50(2), 201-223. DOI: https://doi.org/10.1501/Egifak_0000001402
• Duman, S. N. (2020). The experiences of prospective teachers participating in Erasmus program . Kırıkkale University Journal of Social Sciences (KUJSS), 10(2), 239-256.
• Eriçok, B. & Arastaman, G. (2023). Mapping the internationalization of higher education in Türkiye. TÜBA Higher Education Research, ,13(2), 373–383. DOI: https://doi.org/10.53478/ yuksekogretim.1163655
• Ersoy, A. & Günel, E. (2011). Cross-cultural experiences through Erasmus: Preservice teachers’ individual and professional development. Eurasian Journal of Educational Research, 11(42), 63-78.
• Ersoy, A. (2013). Turkish teacher candidates’ challenges regarding cross-cultural experiences: the case of Erasmus exchange program. Education and Science, 38(168), 154-166.
• Gay, G. & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory into Practice, 42(3), 181-187. DOI: https://doi.org/10.1207/s15430421tip4203_3
• Gündoğdu, K., Çelik, B., Yanar, B. H., Yolcu, O., & Ceylan, V. K. (2016). Curriculum development in the context of internationalization in higher education in Turkey. Atatürk University Journal of Kazım Karabekir Education Faculty, 33, 35-48.
• Gürel, E. & Aslan, B. (2022). Internationalizing teacher education: what is the Erasmus exchange program’s contribution in Turkey? Higher Education Studies, 12(1), 131-154. DOI: https://doi.org/10.5539/hes.v12n1p131
• Harari, M. (1992). Internationalization of the curriculum. In C.B. Klasek (Ed.) Bridges to the future: Strategies for internationalizing higher education (pp. 52-79). Association of International Education Administrators, Carbondale.
• Kondakçı, Y. (02 - 08 September, 2018). Turkey as a higher education hub for displaced students in the Middle East, the Balkans, and Ex-Soviet Republics. [Paper Presentation] European Conference on Educational Research – ECER, Bolzano, Italy.
• Joseph, C. (2011). Internationalizing the curriculum: Pedagogy for social justice. Current Sociology, 60(2), 239–257. DOI: https://doi.org/10.1177/0011392111429225
• Kaegon, L. E. S., Njoka, C., & Abraham, L. N. (2014). Achieving education transformation in the 21st century: a paradigm shift in teacher education in Nigeria. Journal of Teaching and Education, 3(1), 487-497.
• Kissock, C., & Richardson, P. (2010). Calling for action within the teaching profession: it is time to internationalize teacher education. Teaching Education, 21(1), 89-101. DOI: https://doi.org/10.1080/10476210903467008
• Koziol, S., Greenberg, J., Williams, L., Niehaus, E. & Jacobson, C. (2011, July). Internationalizing teacher education: a systemic initiative [Paper presentation], International Conference on Education for Teaching, Glasgow, Scotland.
• Kreber, C. (2009). Different perspectives on internationalization in higher education. In C. Kreber (Ed.), Internationalizing the curriculum in higher education: new directions for teaching and learning (pp. 1-14). Wiley.
• Leask, B. (2009). Using formal and informal curricula to improve interactions between home and international students. Journal of Studies in International Education, 13(2), 205-221. DOI: https://doi.org/10.1177/1028315308329786.
• Mahon, J. (2010). Fact or fiction? Analyzing institutional barriers and individual responsibility to advance the internationalization of teacher education. Teaching Education, 21(1), 7-18. DOI: https://doi.org/10.1080/10476210903466893
• Malewski, E., Sharma, S., & Phillion, J. (2012). How international field experiences promote cross- cultural awareness in preservice teachers through experiential learning: findings from a six-year collective case study. Teachers College Record, 114(8), 1-44. DOI: https://doi.org/10.1177/01614681121140080
• Munusamy, M. M. & Hashim, A. (2020). The internationalisation of higher education: a networking based conceptual framework. AEI-Insights: An International Journal of Asia- Europe Relations, 6(1), 35-53. DOI: https://doi.org/10.37353/aei-insights.vol6.issue1.3
• Ndaipa, C.J., Edström, K., Langa, P. & Geschwind, L. (2023). Internationalisation of curriculum in higher education: A case from a Mozambican university, Cogent Education, 10(1), 1-16. DOI: https://doi.org/10.1080/2331186X.2023.2188773
• Özdem, G. (2013). Evaluation of Erasmus program in higher education institutions (Example of Giresun University). Educational Administration: Theory and Practice, 19(1), 61-98.
• Quezada, R. L. (2010). Internationalization of teacher education: creating global competent teachers and teacher educators for the twenty first century. Teaching Education, 21(1),1- 5. DOI: https://doi.org/10.1080/10476210903466885
• Schuerholz-Lehr, S., Caws, C., Van Gyn, G. & Preece, A. (2007). Internationalizing the higher education curriculum: an emerging model for transforming faculty perspectives. Canadian Journal of Higher Education, 37(1), 67-94.
• Svensson, L. & Wihlborg, M. (2010). Internationalising the content of higher education: the need for a curriculum perspective. Higher Education, 60, 595–613. DOI: https://doi.org/ 10.1007/s10734-010-9318-6
• Şahin, M. (2008). Cross-cultural experience in preservice teacher education. Teaching and Teacher Education, 24, (7), 1777-1790. DOI: https://doi.org/10.1016/j.tate.2008.02.006
• Şahin, M., Şahin, S. & Göğebakan-Yıldız, D. (2016). The curriculum of social studies education and world citizenship: from perspective of prospective teachers. H. U. Journal of
• Education 31(2), 369-390. DOI: https://doi.org/10.16986/HUJE.2016015386 Ünlü, İ. (2015). Teacher candidates' opinions on Erasmus student exchange program. Educational Sciences: Theory and Practice, 15(1), 223-237. DOI: https://doi.org/ 10.12738/estp.2015.1.2176
• Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. (11. ed). Seçkin Publishing.
• Yılmaz, D. V. (2016). Internationalization of Turkish state universities: an evaluation over strategic plans. Suleyman Demirel University The Journal of Faculty of Economics and Administrative Sciences, 21(4), 1191-1212.
• Yin, R. K. (2009). Case study research. Design and methods. (4. ed.) Thousand Oaks.