Araştırma Makalesi
BibTex RIS Kaynak Göster

The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey

Yıl 2019, Cilt: 8 Sayı: 2, 395 - 407, 15.04.2019
https://doi.org/10.12973/eu-jer.8.2.395

Öz

A variety of teacher training system was implemented in Turkey until today. One of these systems is pedagogical formation training. The aim of this study was to determine the strengths and weaknesses of the pedagogical formation training according to the opinions of pre-service teachers and the experiences during the pedagogical formation training, to gather information about whether these experiences contributed to their teaching, and to evaluate the place of the pedagogical formation training in teacher employment in the light of this information. The research was carried out using an interview technique of qualitative analysis methods. The study group comprised of 20 pre-service teachers from different undergraduate programs, and they participated in a 14-weekinternship program at a high school in Ankara during the 2017-2018 academic year as a requirement for a training course.  Content analysis method was used for data analysis. As a result of the research, the pre-service teachers stated that they found the internship training in practice schools as useful for future teaching lives, but they did not find the theoretical training given in the classes useful for various reasons. They considered that there are some weak points of the program: the duration of the formation course is short, lessons are late in the evening, classes are crowded, and the teaching staff have negative effects on the students: they are indifferent, and there are almost the same topics in each lesson. This means that they were mostly not satisfied with its overall quality, and so its operability was enough. Like some of the suggestions, it is recommended that duration of the program should be extended to a long period, and the instructors should be selected from those who can give energy to the class, have communication skills, can create discipline in the classroom, and have experience in traditional classroom teaching.


Kaynakça

  • Acet, M. (2001). Futbol seyircisini fanatik ve saldirgan olmaya yonelten sosyal faktorler [Social factors that lead football fans to be fanatical and aggressive] (Unpublished doctoral dissertation). Gazi University, Ankara, Turkey.
  • Akbasli, S., & Durnali, M. (2017). Halk egitim merkezlerinde calisan is gorenlerin yasam boyu ogrenme anahtar yeterlik algilari [The perception of public education centers’ personnel regarding lifelong learning key competencies]. OPUS – International Journal of Society Researches, 7(13), 726-741. doi: 10.26466/opus.342207
  • Akyuz, Y. (2006). Turk egitim tarihi MO. 1000 - MS. 2006 [Turkish education history BC. 1000 – BA. 2006]. Ankara, Turkey: Pegem Akademi.
  • Alkhateeb, H. M. (2013). Attitudes towards teaching profession of education students in Qatar. Comprehensive Psychology. doi: 10.2466/01.03.IT.2.9
  • Andronache, D., Bocos, M., Bocos, V., & Macri, C. (2014). Attitude towards teaching profession. Procedia-Social and Behavioral Sciences, 142, 628-632. doi: 10.1016/j.sbspro.2014.07.677
  • Arikan, A. N. (2000). Farkli branslardaki spor seyircilerinin sosyo-kulturel profili ve izleyicilik durumlari uzerine bir arastirma [A research on the socio-cultural profile and spectator status of sports audiences in different branches] (Unpublished doctoral dissertation). Gazi University, Ankara, Turkey.
  • Aykac, N., Bilgin, H., & Toraman, C. (2015). Evaluation of pedagogical formation program based on the opinions of pre-service teachers (Mugla Sitki Kocman University sample). EBAD-Egitim Bilimleri Arastirmalari Dergisi [Journal of Educational Sciences Research], 5(1), 127-148.
  • Ball, D., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 83-104). Westport, CT: Ablex.
  • Beach, D., & Bagley, C. (2013). Changing professional discourses in teacher education policy back towards a training paradigm: a comparative study. European Journal of Teacher Education, 36(4), 379–392. doi: 10.1080/02619768.2013.815162
  • Bell, S. M., Cihak, D. F., & Judge, S. (2010). A preliminary study: do alternative certification route programs develop the necessary skills and knowledge in assistive technology? International Journal of Special Education, 25(3), 110-118.
  • Biber, A. C., & Tuna, A. (2015). Pedagojik formasyon egitimi alan matematik bolumu mezunu ogretmen adaylarinin ogretmenlik uygulamasi dersi hakkindaki gorusleri [Views of teacher candidates with pedagogical formation in department of mathematics on teaching practice course]. Baskent University Journal of Education, 2(2), 131-140.
  • Buchmann, M. (2003). Role over person: Morality and authenticity in teaching. In F. Kompf, & P. M. Denilico (Eds.), Teacher Thinking Twenty Years on: Revisiting persisting problems and advances in education (pp. 179–189.) Lisse, The Netherlands: Swets & Zeitlinger.
  • Cicek-Saglam, A. (2015). Pedagojik formasyon sertifikasi programinin etkililiginin ogrenci goruslerine gore degerlendirilmesi [Evaluation of pedagogical proficiency program’s efficiency according to students’ views]. Kirikkale University Journal of Social Sciences, 5(2), 63-73.
  • Cocuk, H. E., Yokus, G., & Tanriseven, I. (2015). Pedagojik formasyon ogrencilerinin ogretmenlige iliskin oz-yeterlik ve metaforik algilari: Mersin Universitesi ornegi [Pedagogical formation students’ self-efficacy and metaphoric perceptions related to teaching profession]. Mustafa Kemal University Journal of Graduate School of Social Sciences, 12(32), 373-387.
  • Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd Edition). New York, NY: Sage.
  • Dadandi, I., Kalyon, A,. & Yazici, H. (2016). Egitim fakultesinde ogrenim goren ve pedagojik formasyon egitimi alan ogretmen adaylarinin oz-yeterlik inanclari, kaygi duzeyleri ve ogretmenlik meslegine karsi tutumlari [Teacher self-efficacy beliefs, concerns and attitudes towards teaching profession of faculty of education and pedagogical formation students]. Bayburt Egitim Fakultesi Dergisi [Journal of Bayburt Educational Faculty], 11(1), 253-269.
  • Dalgic, G., Doyran, F., & Vatanartiran, S. (2012). Ucretli ogretmenlerin, katildiklari pedagojik formasyon programina iliskin deneyimleri [Experiences of hourly paid teachers on the teacher certification program]. Mediterranean Journal of Educational Research, 6(11), 39-54.
  • Demirtas, H,. & Kirbac, M. (2016). Pedagojik formasyon sertifika programi ogrencilerinin pedagojik formasyon egitimine iliskin gorusleri [The views of pedagogic formation certificate program students regarding pedagogic formation training]. Trakya University Journal of Education, 6(2), 138-152.
  • Erdogan, S., Sanli, H. S., & Simsek Bekir, H. (2005). Gazi Universitesi Egitim Fakultesi ogrencilerinin universite yasamina uyum durumlari [Adaptation status of Gazi University Faculty of Education students to universty life]. Kastamonu Educational Journal, 13(2), 479-496.
  • Erkal, M., Guven, O., & Ayan. D. (1998). Sosyolojik acidan spor [Sports from a sociological perspective] (3rd ed.). Istanbul, Turkey: Der Yayinlari.
  • European Commission. (2012). Rethinking Education: Investing in skills for better socio-economic outcomes - COM(2012) 669. Retrieved from http://www.cedefop.europa.eu/files/com669_en.pdf
  • European Commission. (2013). Supporting teacher competence development for better learning outcomes. Retrieved from http://ec.europa.eu/assets/eac/education/experts-groups/201 1-2013/teacher/teachercomp_en.pdf
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.
  • Feiman-Nemser, S. (2010). Multiple meanings of new teacher induction. In J. Wang, S. J. Odell, & R. T. Clift (Eds.), Past, present and future research on teacher induction: An anthology for researcher, policy makers and practitioners (pp. 15–30). Plymouth, UK: Rowman & Littlefield Publishers, Inc.
  • Furlong, J. (2013). Globalisation, neoliberalism, and the reform of teacher education in England. The Educational Forum, 77(1), 28–50.
  • Ginns, I. S., & Watters , J. J. (1999). Beginning elementary school teachers and the effective teaching of science. Journal of Science Teacher Education, 10(4), 287-313.
  • Goos, M., & Bennison, A. (2018). Boundary crossing and brokering between disciplines in pre-service mathematics teacher education. Mathematics Education Research Journal, 30(3), 255-275.
  • Hordern, J. (2014). The logic and implications of school-based teacher formation. British Journal of Educational Studies, 62(3), 231-248.
  • Ingvarson, L., & Rowley, G. (2017). Quality assurance in teacher education and outcomes: A study of 17 countries. Educational Researcher, 46(4), 177-193. doi: 10.3102/0013189X17711900
  • Kavcar, C. (1987). Yuksek ogretmen okulunun ogretmen yetistirmedeki yeri [The place of high teacher school in teacher training]. In Symposium of the Gazi Univerdity Past-Present-Future of Teacher Training Institutions (pp. 39-52). Ankara, Turkey: Tebligler.
  • Kiraz, Z., & Dursun, F. (2015). Pedagojik formasyon egitimi alan ogretmen adaylarinin aldiklari egitime iliskin algilari [The perceptions of teacher candidates regarding the pedagogical formation training they receive]. Mersin University Journal of the Faculty of Education, 11(3), 1008-1028. doi: 10.17860/efd.37544.
  • Koca, C. (2017). Spor bilimlerinde nitel arastirma yaklasimi [Qualitative research approach in sports sciences]. Hacettepe Journal of Sport Sciences, 28(1), 30-48.
  • Kose, A. (2017). Pedagojik formasyon egitiminde gorevli akademisyenlere gore pedagojik formasyon uygulamasi: sorunlar, cozum onerileri [The views of academicians who give pedagogical formation education regarding pedagogical formation certificate program: problems and solutions proposals]. Kirsehir Egitim Fakultesi Dergisi (KEFAD) [Journal of Kirsehir Educational Faculty], 18(2), 709-732.
  • Kumbetoglu, B. (2005). Sosyolojide ve antropolojide niteliksel yontem ve arastirma [Qualitative method and research in sociology and anthropology]. Istanbul, Turkey: Baglam.
  • Olson, J. K., Tippett, C. D., Milford, T. M., Ohana, C., & Clough, M. P. (2015). Science teacher preparation in a North American context. Journal of Science Teacher Education, 26(1), 7-28. doi: 10.1007/s10972-014-9417-9
  • Ozdemir, T. Y., & Erol, Y. C. (2015). Pedagojik formasyon egitimi alan ogretmen adaylarinin okul, ogretmenlik ve ogrenci kavramlarina iliskin algilari [The perceptions of prospective teachers having pedagogic formation education about the nations of school, teaching and student]. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi [Celal Bayar University Journal of Social Sciences], 13(4), 215-244. doi: 10.18026/cbusos.48652
  • Safran, M. (2014, May). Egitim fakulteleri, ogretmen yetistirme sureci ve yeni arayislar [Education faculties, teacher training process and new searches]. Paper presented at the 4th International Symposium of Policies and Issues on Teacher Education, Ankara University, Ankara, Turkey.
  • Simsek, H. (2005). Ortaogretim alan ogretmenligi tezsiz yuksek lisans programina devam eden ogrencilerin ogretmenlik meslegine yonelik tutumlari [Attitudes towards teaching profession of students attending secondary education teacher in non-thesis master's program]. Journal of Yuzuncu Yil University Faculty of Education, 2(1), 1-26.
  • Un-Acikgoz, K. (2003). Aktif ogrenme [Active learning]. Izmir, Turkey: Bilis.
  • Walton-Fisette, J. L., Philpot, R., Phillips, S., Flory, S. B., Hill, J., Sutherland, S., & Flemons, M. (2018). Implicit and explicit pedagogical practices related to sociocultural issues and social justice in physical education teacher education programs. Physical Education and Sport Pedagogy, 23(5), 497-509. doi: 10.1080/17408989.2018. 1470612
  • Yildirim, A,. & Simsek, H. (2008). Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in the social sciences]. Ankara, Turkey: Seckin.
  • Yildirim, I,. & Vural, O. F. (2014). Turkiye’de ogretmen yetistirme ve pedagojik formasyon sorunu [Teacher training and pedagogical training problem in Turkey]. Journal of Teacher Education and Educators, 3(1), 73-90.
  • Yilmaz, G. (2015). Pedagojik formasyon yoluyla ogretmen yetistirme uygulamalarinda karsilasilan guclukler ve mezunlarin istihdamlarinin degerlendirilmesi [Evaluation of employment of graduates and difficulties encountered in teacher training practices through pedagogical formation] (Unpublished master’s thesis). Firat University, Elazig, Turkey.
  • Young, M., & Muller, J. (2014). From the sociology of the professions to the sociology of professional knowledge. In M. Young & J. Muller (Eds.), Knowledge, Expertise and the Professions (pp. 3–17). Abingdon, UK: Routledge.
  • Yuksel, S. (2011). Fen-edebiyat fakultesi ogretim uyelerinin ogretmen yetistirme sistemine iliskin dusunceleri (Uludag Universitesi Fen-Edebiyat Fakultesi ornegi) [The opinions of liberal arts professors about the teacher education system (An example of Uludag University, liberal arts faculty)]. Educational Sciences: Theory & Practice, 11(1), 179-198.
  • Yumusak, A., Aycan, N., Aycan, S., Celik, F., & Kaynar, H. U. (2006, May). Mugla Universitesi tezsiz yuksek lisans programi ile egitim fakultesi lisans programi ogrencilerinin ogretmenlik meslegine yonelik tutum ve endiselerinin karsilastirilmasi [Comparison of the attitudes and concerns of the students of the education faculty undergraduate program and the non-thesis master's program of Mugla University towards the teaching profession]. Paper presented at the 15th National Educational Sciences Congress, Mugla, Turkey.
Yıl 2019, Cilt: 8 Sayı: 2, 395 - 407, 15.04.2019
https://doi.org/10.12973/eu-jer.8.2.395

Öz

Kaynakça

  • Acet, M. (2001). Futbol seyircisini fanatik ve saldirgan olmaya yonelten sosyal faktorler [Social factors that lead football fans to be fanatical and aggressive] (Unpublished doctoral dissertation). Gazi University, Ankara, Turkey.
  • Akbasli, S., & Durnali, M. (2017). Halk egitim merkezlerinde calisan is gorenlerin yasam boyu ogrenme anahtar yeterlik algilari [The perception of public education centers’ personnel regarding lifelong learning key competencies]. OPUS – International Journal of Society Researches, 7(13), 726-741. doi: 10.26466/opus.342207
  • Akyuz, Y. (2006). Turk egitim tarihi MO. 1000 - MS. 2006 [Turkish education history BC. 1000 – BA. 2006]. Ankara, Turkey: Pegem Akademi.
  • Alkhateeb, H. M. (2013). Attitudes towards teaching profession of education students in Qatar. Comprehensive Psychology. doi: 10.2466/01.03.IT.2.9
  • Andronache, D., Bocos, M., Bocos, V., & Macri, C. (2014). Attitude towards teaching profession. Procedia-Social and Behavioral Sciences, 142, 628-632. doi: 10.1016/j.sbspro.2014.07.677
  • Arikan, A. N. (2000). Farkli branslardaki spor seyircilerinin sosyo-kulturel profili ve izleyicilik durumlari uzerine bir arastirma [A research on the socio-cultural profile and spectator status of sports audiences in different branches] (Unpublished doctoral dissertation). Gazi University, Ankara, Turkey.
  • Aykac, N., Bilgin, H., & Toraman, C. (2015). Evaluation of pedagogical formation program based on the opinions of pre-service teachers (Mugla Sitki Kocman University sample). EBAD-Egitim Bilimleri Arastirmalari Dergisi [Journal of Educational Sciences Research], 5(1), 127-148.
  • Ball, D., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 83-104). Westport, CT: Ablex.
  • Beach, D., & Bagley, C. (2013). Changing professional discourses in teacher education policy back towards a training paradigm: a comparative study. European Journal of Teacher Education, 36(4), 379–392. doi: 10.1080/02619768.2013.815162
  • Bell, S. M., Cihak, D. F., & Judge, S. (2010). A preliminary study: do alternative certification route programs develop the necessary skills and knowledge in assistive technology? International Journal of Special Education, 25(3), 110-118.
  • Biber, A. C., & Tuna, A. (2015). Pedagojik formasyon egitimi alan matematik bolumu mezunu ogretmen adaylarinin ogretmenlik uygulamasi dersi hakkindaki gorusleri [Views of teacher candidates with pedagogical formation in department of mathematics on teaching practice course]. Baskent University Journal of Education, 2(2), 131-140.
  • Buchmann, M. (2003). Role over person: Morality and authenticity in teaching. In F. Kompf, & P. M. Denilico (Eds.), Teacher Thinking Twenty Years on: Revisiting persisting problems and advances in education (pp. 179–189.) Lisse, The Netherlands: Swets & Zeitlinger.
  • Cicek-Saglam, A. (2015). Pedagojik formasyon sertifikasi programinin etkililiginin ogrenci goruslerine gore degerlendirilmesi [Evaluation of pedagogical proficiency program’s efficiency according to students’ views]. Kirikkale University Journal of Social Sciences, 5(2), 63-73.
  • Cocuk, H. E., Yokus, G., & Tanriseven, I. (2015). Pedagojik formasyon ogrencilerinin ogretmenlige iliskin oz-yeterlik ve metaforik algilari: Mersin Universitesi ornegi [Pedagogical formation students’ self-efficacy and metaphoric perceptions related to teaching profession]. Mustafa Kemal University Journal of Graduate School of Social Sciences, 12(32), 373-387.
  • Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd Edition). New York, NY: Sage.
  • Dadandi, I., Kalyon, A,. & Yazici, H. (2016). Egitim fakultesinde ogrenim goren ve pedagojik formasyon egitimi alan ogretmen adaylarinin oz-yeterlik inanclari, kaygi duzeyleri ve ogretmenlik meslegine karsi tutumlari [Teacher self-efficacy beliefs, concerns and attitudes towards teaching profession of faculty of education and pedagogical formation students]. Bayburt Egitim Fakultesi Dergisi [Journal of Bayburt Educational Faculty], 11(1), 253-269.
  • Dalgic, G., Doyran, F., & Vatanartiran, S. (2012). Ucretli ogretmenlerin, katildiklari pedagojik formasyon programina iliskin deneyimleri [Experiences of hourly paid teachers on the teacher certification program]. Mediterranean Journal of Educational Research, 6(11), 39-54.
  • Demirtas, H,. & Kirbac, M. (2016). Pedagojik formasyon sertifika programi ogrencilerinin pedagojik formasyon egitimine iliskin gorusleri [The views of pedagogic formation certificate program students regarding pedagogic formation training]. Trakya University Journal of Education, 6(2), 138-152.
  • Erdogan, S., Sanli, H. S., & Simsek Bekir, H. (2005). Gazi Universitesi Egitim Fakultesi ogrencilerinin universite yasamina uyum durumlari [Adaptation status of Gazi University Faculty of Education students to universty life]. Kastamonu Educational Journal, 13(2), 479-496.
  • Erkal, M., Guven, O., & Ayan. D. (1998). Sosyolojik acidan spor [Sports from a sociological perspective] (3rd ed.). Istanbul, Turkey: Der Yayinlari.
  • European Commission. (2012). Rethinking Education: Investing in skills for better socio-economic outcomes - COM(2012) 669. Retrieved from http://www.cedefop.europa.eu/files/com669_en.pdf
  • European Commission. (2013). Supporting teacher competence development for better learning outcomes. Retrieved from http://ec.europa.eu/assets/eac/education/experts-groups/201 1-2013/teacher/teachercomp_en.pdf
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.
  • Feiman-Nemser, S. (2010). Multiple meanings of new teacher induction. In J. Wang, S. J. Odell, & R. T. Clift (Eds.), Past, present and future research on teacher induction: An anthology for researcher, policy makers and practitioners (pp. 15–30). Plymouth, UK: Rowman & Littlefield Publishers, Inc.
  • Furlong, J. (2013). Globalisation, neoliberalism, and the reform of teacher education in England. The Educational Forum, 77(1), 28–50.
  • Ginns, I. S., & Watters , J. J. (1999). Beginning elementary school teachers and the effective teaching of science. Journal of Science Teacher Education, 10(4), 287-313.
  • Goos, M., & Bennison, A. (2018). Boundary crossing and brokering between disciplines in pre-service mathematics teacher education. Mathematics Education Research Journal, 30(3), 255-275.
  • Hordern, J. (2014). The logic and implications of school-based teacher formation. British Journal of Educational Studies, 62(3), 231-248.
  • Ingvarson, L., & Rowley, G. (2017). Quality assurance in teacher education and outcomes: A study of 17 countries. Educational Researcher, 46(4), 177-193. doi: 10.3102/0013189X17711900
  • Kavcar, C. (1987). Yuksek ogretmen okulunun ogretmen yetistirmedeki yeri [The place of high teacher school in teacher training]. In Symposium of the Gazi Univerdity Past-Present-Future of Teacher Training Institutions (pp. 39-52). Ankara, Turkey: Tebligler.
  • Kiraz, Z., & Dursun, F. (2015). Pedagojik formasyon egitimi alan ogretmen adaylarinin aldiklari egitime iliskin algilari [The perceptions of teacher candidates regarding the pedagogical formation training they receive]. Mersin University Journal of the Faculty of Education, 11(3), 1008-1028. doi: 10.17860/efd.37544.
  • Koca, C. (2017). Spor bilimlerinde nitel arastirma yaklasimi [Qualitative research approach in sports sciences]. Hacettepe Journal of Sport Sciences, 28(1), 30-48.
  • Kose, A. (2017). Pedagojik formasyon egitiminde gorevli akademisyenlere gore pedagojik formasyon uygulamasi: sorunlar, cozum onerileri [The views of academicians who give pedagogical formation education regarding pedagogical formation certificate program: problems and solutions proposals]. Kirsehir Egitim Fakultesi Dergisi (KEFAD) [Journal of Kirsehir Educational Faculty], 18(2), 709-732.
  • Kumbetoglu, B. (2005). Sosyolojide ve antropolojide niteliksel yontem ve arastirma [Qualitative method and research in sociology and anthropology]. Istanbul, Turkey: Baglam.
  • Olson, J. K., Tippett, C. D., Milford, T. M., Ohana, C., & Clough, M. P. (2015). Science teacher preparation in a North American context. Journal of Science Teacher Education, 26(1), 7-28. doi: 10.1007/s10972-014-9417-9
  • Ozdemir, T. Y., & Erol, Y. C. (2015). Pedagojik formasyon egitimi alan ogretmen adaylarinin okul, ogretmenlik ve ogrenci kavramlarina iliskin algilari [The perceptions of prospective teachers having pedagogic formation education about the nations of school, teaching and student]. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi [Celal Bayar University Journal of Social Sciences], 13(4), 215-244. doi: 10.18026/cbusos.48652
  • Safran, M. (2014, May). Egitim fakulteleri, ogretmen yetistirme sureci ve yeni arayislar [Education faculties, teacher training process and new searches]. Paper presented at the 4th International Symposium of Policies and Issues on Teacher Education, Ankara University, Ankara, Turkey.
  • Simsek, H. (2005). Ortaogretim alan ogretmenligi tezsiz yuksek lisans programina devam eden ogrencilerin ogretmenlik meslegine yonelik tutumlari [Attitudes towards teaching profession of students attending secondary education teacher in non-thesis master's program]. Journal of Yuzuncu Yil University Faculty of Education, 2(1), 1-26.
  • Un-Acikgoz, K. (2003). Aktif ogrenme [Active learning]. Izmir, Turkey: Bilis.
  • Walton-Fisette, J. L., Philpot, R., Phillips, S., Flory, S. B., Hill, J., Sutherland, S., & Flemons, M. (2018). Implicit and explicit pedagogical practices related to sociocultural issues and social justice in physical education teacher education programs. Physical Education and Sport Pedagogy, 23(5), 497-509. doi: 10.1080/17408989.2018. 1470612
  • Yildirim, A,. & Simsek, H. (2008). Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in the social sciences]. Ankara, Turkey: Seckin.
  • Yildirim, I,. & Vural, O. F. (2014). Turkiye’de ogretmen yetistirme ve pedagojik formasyon sorunu [Teacher training and pedagogical training problem in Turkey]. Journal of Teacher Education and Educators, 3(1), 73-90.
  • Yilmaz, G. (2015). Pedagojik formasyon yoluyla ogretmen yetistirme uygulamalarinda karsilasilan guclukler ve mezunlarin istihdamlarinin degerlendirilmesi [Evaluation of employment of graduates and difficulties encountered in teacher training practices through pedagogical formation] (Unpublished master’s thesis). Firat University, Elazig, Turkey.
  • Young, M., & Muller, J. (2014). From the sociology of the professions to the sociology of professional knowledge. In M. Young & J. Muller (Eds.), Knowledge, Expertise and the Professions (pp. 3–17). Abingdon, UK: Routledge.
  • Yuksel, S. (2011). Fen-edebiyat fakultesi ogretim uyelerinin ogretmen yetistirme sistemine iliskin dusunceleri (Uludag Universitesi Fen-Edebiyat Fakultesi ornegi) [The opinions of liberal arts professors about the teacher education system (An example of Uludag University, liberal arts faculty)]. Educational Sciences: Theory & Practice, 11(1), 179-198.
  • Yumusak, A., Aycan, N., Aycan, S., Celik, F., & Kaynar, H. U. (2006, May). Mugla Universitesi tezsiz yuksek lisans programi ile egitim fakultesi lisans programi ogrencilerinin ogretmenlik meslegine yonelik tutum ve endiselerinin karsilastirilmasi [Comparison of the attitudes and concerns of the students of the education faculty undergraduate program and the non-thesis master's program of Mugla University towards the teaching profession]. Paper presented at the 15th National Educational Sciences Congress, Mugla, Turkey.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Bijen Filiz Bu kişi benim

Mehmet Durnali

Yayımlanma Tarihi 15 Nisan 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 8 Sayı: 2

Kaynak Göster

APA Filiz, B., & Durnali, M. (2019). The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey. European Journal of Educational Research, 8(2), 395-407. https://doi.org/10.12973/eu-jer.8.2.395
AMA Filiz B, Durnali M. The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey. eujer. Nisan 2019;8(2):395-407. doi:10.12973/eu-jer.8.2.395
Chicago Filiz, Bijen, ve Mehmet Durnali. “The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey”. European Journal of Educational Research 8, sy. 2 (Nisan 2019): 395-407. https://doi.org/10.12973/eu-jer.8.2.395.
EndNote Filiz B, Durnali M (01 Nisan 2019) The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey. European Journal of Educational Research 8 2 395–407.
IEEE B. Filiz ve M. Durnali, “The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey”, eujer, c. 8, sy. 2, ss. 395–407, 2019, doi: 10.12973/eu-jer.8.2.395.
ISNAD Filiz, Bijen - Durnali, Mehmet. “The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey”. European Journal of Educational Research 8/2 (Nisan 2019), 395-407. https://doi.org/10.12973/eu-jer.8.2.395.
JAMA Filiz B, Durnali M. The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey. eujer. 2019;8:395–407.
MLA Filiz, Bijen ve Mehmet Durnali. “The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey”. European Journal of Educational Research, c. 8, sy. 2, 2019, ss. 395-07, doi:10.12973/eu-jer.8.2.395.
Vancouver Filiz B, Durnali M. The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey. eujer. 2019;8(2):395-407.