Araştırma Makalesi
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Yıl 2023, Cilt: 16 Sayı: 3, 482 - 501, 28.07.2023
https://doi.org/10.30831/akukeg.1219475

Öz

Kaynakça

  • Alibrahim, F. A. (2020). Online teaching skills and competencies. The Turkish Online Journal of Educational Technology (TOJET), 19(1), 9–20. Retrieved from https://files.eric.ed.gov/fulltext/EJ1239983.pdf
  • Allen, A., Hancock, S. D., Lewis, C. W., & Starker-Glass, T. V. (2017). Mapping culturally relevant pedagogy into teacher education programs: A critical framework. Teachers College Record, 119(1), 1–26. https://doi/pdf/10.1177/016146811711900107
  • Aslan, A., & Chang, Z. (2017). Investigating variables predicting Turkish pre-service teachers' integration of ICT into teaching practices. British Journal of Educational Technology, 48(2), 552–570. https://doi.org/10.1111/bjet.12437
  • Baker-Doyle, K. (2019). "We want transformation, not reformation": Re-centering teacher education on equity and racial justice – Special issue introduction. Review of Education, Pedagogy, And Cultural Studies, 41(4-5), 211–217. https://doi.org/10.1080/10714413.2019.1698921
  • Balyer, A., & Öz, Ö. (2018). Academicians' views on digital transformation in education. International Online Journal of Education and Teaching (IOJET), 5(4), 809–830. Retrieved from http://iojet.org/index.php/IOJET/article/view/441/295
  • Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2017). Investigating the impact of teacher education strategies on preservice teachers' TPACK. British Journal of Educational Technology, 50(1), 357–370. https://doi.org/10.1111/bjet.12565
  • Benavides, L. M. C., Arias, J. A. T., Serna, M. D. A, Bedoya, J. W. B., & Burgos, D. (2020). Digital transformation in higher education institutions: A systematic literature review. Sensors, 20(11), 3291–3313. https://doi.org/10.3390/s20113291
  • Bereday, G. (1964). Comparative method in education. New York: Holt, Rinehart & Winston Inc.
  • Berkovich, I., & Benoliel, P. (2020). Marketing teacher quality: critical discourse analysis of OECD documents on effective teaching and TALIS. Critical Studies in Education, 61(4), 496–511. https://doi.org/10.1080/17508487.2018.1521338
  • Birch, P., Balcon, M. P., Bourgeois, A., Davydovskaia, O., & Tremosa, S. P. (2018). Teaching careers in Europe: access, progression, and support. Eurydice Report. Brussels: Education, Audiovisual and Culture Executive Agency, European Commission.
  • Borthwick, A. C., & Hansen, R. (2017). Digital literacy in teacher education: are teacher educators competent? Journal of Digital Learning in Teacher Education, 33(2), 46–48. https://doi.org/10.1080/21532974.2017.1291249
  • Boylan, M., & Woolsey, I. (2015). Teacher education for social justice: Mapping identity spaces. Teaching and Teacher Education, 46, 62–71. https://doi.org/10.1016/j.tate.2014.10.007
  • Bozkurt, F. (2020). 21. yüzyıl becerileri açısından sosyal bilgiler öğretmenliği lisans programının değerlendirilmesi [Evaluation of social studies teacher training program in terms of 21st century skills]. Pamukkale University Journal of Education, 51, 1–30. https://doi.org/10.9779/pauefd.688622
  • Canales, A., & Maldonado, L. (2018). Teacher quality and student achievement in Chile: Linking teachers' contribution and observable characteristics. International Journal of Educational Development, 60, 33–50. https://doi.org/10.1016/j.ijedudev.2017.09.009
  • Cochran-Smith, M. (2021). Exploring teacher quality: International perspectives. European Journal of Teacher Education, 44(3), 415–428. https://doi.org/10.1080/02619768.2021.1915276
  • Darling-Hammond, L. (2021). Defining teaching quality around the world. European Journal of Teacher Education, 44(3), 295–308. https://doi.org/10.1080/02619768.2021.1919080
  • Darling-Hammond, L. (2020). Accountability in teacher education. Action in Teacher Education, 42(1), 60–71. https://doi.org/10.1080/01626620.2019.1704464
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57 (3), 300–314. https://doi.org/10.1177/0022487105285962
  • Estellés, M., & Fischman, G. E. (2021). Who needs global citizenship education? A review of the literature on teacher education. Journal of Teacher Education, 72(2), 223–236. https://doi.org/10.1177/0022487120920254
  • Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Education Technology, Research and Development, 68, 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
  • Flores, M. A. (2020). Feeling like a student but thinking like a teacher: a study of the development of professional identity in initial teacher education. Journal of Education for Teaching, 46(2), 145–158. https://doi.org/10.1080/02607476.2020.1724659
  • Flores, M. A., & Niklasson, L. (2014). Why do student teachers enrol for a teaching degree? A study of teacher recruitment in Portugal and Sweden. Journal of Education for Teaching, 40(4), 328–343. https://doi.org/10.1080/02607476.2014.929883
  • Foulger, Teresa & Graziano, Kevin & Schmidt-Crawford, Denise & Slykhuis, David & Chang, Yeng & Christensen, Rhonda & Dillon, Deborah & Heath, Marie & Knezek, Gerald & Krutka, Daniel & Parrish, Andrea & Sadera, William & Thomas, Amanda. (2020). Fostering new research following the teacher educator technology competencies (TETCs): Research from the JTATE special issue, preparing all teacher educators to support teacher candidates' integration of technology. In Society for Information Technology & Teacher Education International Conference (pp. 436–443). Association for the Advancement of Computing in Education (AACE), Waynesville, NC, USA.
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  • General Teaching Council for Scotland. (2021b). Learning for Sustainability: A Professional Guide for Teachers. https://www.gtcs.org.uk/wp-content/uploads/2021/09/professional-guide-learning-for-sustainabilty.pdf
  • Giroux, H. (2008). Education and the crisis of youth: schooling and the promise of democracy. The Educational Forum, 73(1), 8–18. https://doi.org/10.1080/00131720802539523
  • Goddard, J. T. (2005). Toward Glocality: Facilitating Leadership in an Age of Diversity. Journal of School Leadership, 15(2), 159–177. https://doi.org/10.1177/105268460501500204
  • Goodwin, A. L. (2020). Globalization, global mindsets and teacher education. Action in Teacher Education, 42(1), 6–18. https://doi.org/10.1080/01626620.2019.1700848
  • Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173–208. https://doi.org/10.3102/00346543076002173 Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers' professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085
  • Guerriero, S. (Ed.) (2017), Pedagogical Knowledge and the Changing Nature of the Teaching Profession. Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/9789264270695-en
  • Guðjónsdóttir, H., & Óskarsdóttir, E. (2020). 'Dealing with diversity': debating the focus of teacher education for inclusion. European Journal of Teacher Education, 43(1), 95–109. https://doi.org/10.1080/02619768.2019.1695774
  • Gülmez, G. (2019). Factors behind teacher agency: A structural equation modelling study [Doctoral thesis, Middle East Technical University].
  • Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7-8), 798–812. https://doi.org/10.1016/j.jpubeco.2010.11.009
  • Hicks, S. D. (2011). Technology in today's classroom: Are you a tech-savvy teacher? The Clearing House. A Journal of Educational Strategies, Issues and Ideas, 84(5), 188–191. https://doi.org/10.1080/00098655.2011.557406
  • Hizli-Alkan, S. (2021). Curriculum making as relational practice: A qualitative ego-network approach. The Curriculum Journal, 32, 421–443. https://doi.org/10.1002/curj.98
  • Hizli-Alkan, S. (2022). Traversing between Supra, Macro, and Meso Sites. Scottish Educational Review, 54(1), 70–92. https://doi.org/10.1163/27730840-54010007 Intesfjord, E. J., & Munthe, E. (2018). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016
  • ISTE. (2017). ISTE standards for educators: A guide for teachers and other professionals. Retrieved from https://www.iste.org/standards/iste-standards-for-teachers
  • König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. doi:10.1080/02619768.2020.1809650
  • Lynch, M. (2020). E-learning during a global pandemic. Asian Journal of Distance Education, 15(1), 189–195. Retrieved from https://files.eric.ed.gov/fulltext/EJ1290016.pdf
  • Maloney, T., Hayes, N., Crawford-Garrett, K., & Sassi, K. (2019). Preparing and supporting teachers for equity and racial justice: Creating culturally relevant, collective, intergenerational, co-created spaces. Review of Education, Pedagogy, And Cultural Studies, 41(4-5), 252–281. https://doi.org/10.1080/10714413.2019.1688558
  • Menter, I., & Flores, M. A. (2020). Teacher education, teacher professionalism and research: international trends, future directions. European Journal of Teacher Education, 44(1), 1–4. https://doi.org/10.1080/02619768.2020.1850550
  • MoNE. (2017a). Öğretmenlik mesleği genel yeterlikleri [General competencies for teaching profession]. Retrieved from http://oygm.meb.gov.tr/meb_iys_dosyalar/2018_06/29111119_TeachersGeneralCompetencies.pdf
  • MoNE. (2017b). Öğretmen strateji belgesi [Strategy report of teachers]. Retrieved from http://oygm.meb.gov.tr/meb_iys_dosyalar/2017_07/26174415_Strateji_Belgesi_RG-Ylan-_26.07.2017.pdf
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Changing Landscapes of Teacher Quality in Initial Teacher Education: Examples from Scotland and Turkey

Yıl 2023, Cilt: 16 Sayı: 3, 482 - 501, 28.07.2023
https://doi.org/10.30831/akukeg.1219475

Öz

Teacher quality has attracted much attention both conceptually and empirically, especially in tackling some global challenges. Initial teacher education (ITE) has historically been one of the key actors in developing teacher quality and one of the foci in research. The article contributes to these debates by comparing two ITE programmes, from Scotland and Turkey, which have been recently reshaped. Both countries have currently declared new reformative steps and introduced internationally cared new conceptions into teacher quality. This study utilized a comparative approach and document analysis to investigate the evolution of views on teacher quality in different countries. The findings provide insights into the changes that have occurred in each country's perspective over time. ' Drawing from the two contexts, the paper sought evidence in articulated reports for core values and capacities, digital transformation, teacher agency, and innovative and inclusive pedagogies, which are considered important elements of the teaching profession in related literature. Followingly, the study outlines and compares the decisions and intended actions of these two contexts in terms of similarities and discrepancies under the aforementioned four indicators that can be both an example for international ITE programmes and a road map for teacher quality in ITE curricula design. By comparing two examples of ITE programmes with the suggested indicators of teacher quality, we would like to extract insights to reconsider and re-conceptualize teacher quality in much wider literature and future research.

Kaynakça

  • Alibrahim, F. A. (2020). Online teaching skills and competencies. The Turkish Online Journal of Educational Technology (TOJET), 19(1), 9–20. Retrieved from https://files.eric.ed.gov/fulltext/EJ1239983.pdf
  • Allen, A., Hancock, S. D., Lewis, C. W., & Starker-Glass, T. V. (2017). Mapping culturally relevant pedagogy into teacher education programs: A critical framework. Teachers College Record, 119(1), 1–26. https://doi/pdf/10.1177/016146811711900107
  • Aslan, A., & Chang, Z. (2017). Investigating variables predicting Turkish pre-service teachers' integration of ICT into teaching practices. British Journal of Educational Technology, 48(2), 552–570. https://doi.org/10.1111/bjet.12437
  • Baker-Doyle, K. (2019). "We want transformation, not reformation": Re-centering teacher education on equity and racial justice – Special issue introduction. Review of Education, Pedagogy, And Cultural Studies, 41(4-5), 211–217. https://doi.org/10.1080/10714413.2019.1698921
  • Balyer, A., & Öz, Ö. (2018). Academicians' views on digital transformation in education. International Online Journal of Education and Teaching (IOJET), 5(4), 809–830. Retrieved from http://iojet.org/index.php/IOJET/article/view/441/295
  • Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2017). Investigating the impact of teacher education strategies on preservice teachers' TPACK. British Journal of Educational Technology, 50(1), 357–370. https://doi.org/10.1111/bjet.12565
  • Benavides, L. M. C., Arias, J. A. T., Serna, M. D. A, Bedoya, J. W. B., & Burgos, D. (2020). Digital transformation in higher education institutions: A systematic literature review. Sensors, 20(11), 3291–3313. https://doi.org/10.3390/s20113291
  • Bereday, G. (1964). Comparative method in education. New York: Holt, Rinehart & Winston Inc.
  • Berkovich, I., & Benoliel, P. (2020). Marketing teacher quality: critical discourse analysis of OECD documents on effective teaching and TALIS. Critical Studies in Education, 61(4), 496–511. https://doi.org/10.1080/17508487.2018.1521338
  • Birch, P., Balcon, M. P., Bourgeois, A., Davydovskaia, O., & Tremosa, S. P. (2018). Teaching careers in Europe: access, progression, and support. Eurydice Report. Brussels: Education, Audiovisual and Culture Executive Agency, European Commission.
  • Borthwick, A. C., & Hansen, R. (2017). Digital literacy in teacher education: are teacher educators competent? Journal of Digital Learning in Teacher Education, 33(2), 46–48. https://doi.org/10.1080/21532974.2017.1291249
  • Boylan, M., & Woolsey, I. (2015). Teacher education for social justice: Mapping identity spaces. Teaching and Teacher Education, 46, 62–71. https://doi.org/10.1016/j.tate.2014.10.007
  • Bozkurt, F. (2020). 21. yüzyıl becerileri açısından sosyal bilgiler öğretmenliği lisans programının değerlendirilmesi [Evaluation of social studies teacher training program in terms of 21st century skills]. Pamukkale University Journal of Education, 51, 1–30. https://doi.org/10.9779/pauefd.688622
  • Canales, A., & Maldonado, L. (2018). Teacher quality and student achievement in Chile: Linking teachers' contribution and observable characteristics. International Journal of Educational Development, 60, 33–50. https://doi.org/10.1016/j.ijedudev.2017.09.009
  • Cochran-Smith, M. (2021). Exploring teacher quality: International perspectives. European Journal of Teacher Education, 44(3), 415–428. https://doi.org/10.1080/02619768.2021.1915276
  • Darling-Hammond, L. (2021). Defining teaching quality around the world. European Journal of Teacher Education, 44(3), 295–308. https://doi.org/10.1080/02619768.2021.1919080
  • Darling-Hammond, L. (2020). Accountability in teacher education. Action in Teacher Education, 42(1), 60–71. https://doi.org/10.1080/01626620.2019.1704464
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57 (3), 300–314. https://doi.org/10.1177/0022487105285962
  • Estellés, M., & Fischman, G. E. (2021). Who needs global citizenship education? A review of the literature on teacher education. Journal of Teacher Education, 72(2), 223–236. https://doi.org/10.1177/0022487120920254
  • Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Education Technology, Research and Development, 68, 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
  • Flores, M. A. (2020). Feeling like a student but thinking like a teacher: a study of the development of professional identity in initial teacher education. Journal of Education for Teaching, 46(2), 145–158. https://doi.org/10.1080/02607476.2020.1724659
  • Flores, M. A., & Niklasson, L. (2014). Why do student teachers enrol for a teaching degree? A study of teacher recruitment in Portugal and Sweden. Journal of Education for Teaching, 40(4), 328–343. https://doi.org/10.1080/02607476.2014.929883
  • Foulger, Teresa & Graziano, Kevin & Schmidt-Crawford, Denise & Slykhuis, David & Chang, Yeng & Christensen, Rhonda & Dillon, Deborah & Heath, Marie & Knezek, Gerald & Krutka, Daniel & Parrish, Andrea & Sadera, William & Thomas, Amanda. (2020). Fostering new research following the teacher educator technology competencies (TETCs): Research from the JTATE special issue, preparing all teacher educators to support teacher candidates' integration of technology. In Society for Information Technology & Teacher Education International Conference (pp. 436–443). Association for the Advancement of Computing in Education (AACE), Waynesville, NC, USA.
  • General Teaching Council for Scotland. (2021a). The Standard for Full Registration. https://www.gtcs.org.uk/web/FILES/Professional-Standards/Standard-for-Full-Registration.pdf
  • General Teaching Council for Scotland. (2021b). Learning for Sustainability: A Professional Guide for Teachers. https://www.gtcs.org.uk/wp-content/uploads/2021/09/professional-guide-learning-for-sustainabilty.pdf
  • Giroux, H. (2008). Education and the crisis of youth: schooling and the promise of democracy. The Educational Forum, 73(1), 8–18. https://doi.org/10.1080/00131720802539523
  • Goddard, J. T. (2005). Toward Glocality: Facilitating Leadership in an Age of Diversity. Journal of School Leadership, 15(2), 159–177. https://doi.org/10.1177/105268460501500204
  • Goodwin, A. L. (2020). Globalization, global mindsets and teacher education. Action in Teacher Education, 42(1), 6–18. https://doi.org/10.1080/01626620.2019.1700848
  • Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173–208. https://doi.org/10.3102/00346543076002173 Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers' professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085
  • Guerriero, S. (Ed.) (2017), Pedagogical Knowledge and the Changing Nature of the Teaching Profession. Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/9789264270695-en
  • Guðjónsdóttir, H., & Óskarsdóttir, E. (2020). 'Dealing with diversity': debating the focus of teacher education for inclusion. European Journal of Teacher Education, 43(1), 95–109. https://doi.org/10.1080/02619768.2019.1695774
  • Gülmez, G. (2019). Factors behind teacher agency: A structural equation modelling study [Doctoral thesis, Middle East Technical University].
  • Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7-8), 798–812. https://doi.org/10.1016/j.jpubeco.2010.11.009
  • Hicks, S. D. (2011). Technology in today's classroom: Are you a tech-savvy teacher? The Clearing House. A Journal of Educational Strategies, Issues and Ideas, 84(5), 188–191. https://doi.org/10.1080/00098655.2011.557406
  • Hizli-Alkan, S. (2021). Curriculum making as relational practice: A qualitative ego-network approach. The Curriculum Journal, 32, 421–443. https://doi.org/10.1002/curj.98
  • Hizli-Alkan, S. (2022). Traversing between Supra, Macro, and Meso Sites. Scottish Educational Review, 54(1), 70–92. https://doi.org/10.1163/27730840-54010007 Intesfjord, E. J., & Munthe, E. (2018). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016
  • ISTE. (2017). ISTE standards for educators: A guide for teachers and other professionals. Retrieved from https://www.iste.org/standards/iste-standards-for-teachers
  • König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. doi:10.1080/02619768.2020.1809650
  • Lynch, M. (2020). E-learning during a global pandemic. Asian Journal of Distance Education, 15(1), 189–195. Retrieved from https://files.eric.ed.gov/fulltext/EJ1290016.pdf
  • Maloney, T., Hayes, N., Crawford-Garrett, K., & Sassi, K. (2019). Preparing and supporting teachers for equity and racial justice: Creating culturally relevant, collective, intergenerational, co-created spaces. Review of Education, Pedagogy, And Cultural Studies, 41(4-5), 252–281. https://doi.org/10.1080/10714413.2019.1688558
  • Menter, I., & Flores, M. A. (2020). Teacher education, teacher professionalism and research: international trends, future directions. European Journal of Teacher Education, 44(1), 1–4. https://doi.org/10.1080/02619768.2020.1850550
  • MoNE. (2017a). Öğretmenlik mesleği genel yeterlikleri [General competencies for teaching profession]. Retrieved from http://oygm.meb.gov.tr/meb_iys_dosyalar/2018_06/29111119_TeachersGeneralCompetencies.pdf
  • MoNE. (2017b). Öğretmen strateji belgesi [Strategy report of teachers]. Retrieved from http://oygm.meb.gov.tr/meb_iys_dosyalar/2017_07/26174415_Strateji_Belgesi_RG-Ylan-_26.07.2017.pdf
  • MoNE. (2017c). Suriyeli çocuklarin Türk eğitim sistemine entegrasyonunun desteklenmesi projesi [Supporting Syrian children to be integrated into Turkish education system project]. Retrieved from https://hamitsutmenio.meb.k12.tr/meb_iys_dosyalar/34/31/738053/dosyalar/2018_01/25224048_PYCTES_DesteklemeEgitimKlavuzu.pdf
  • Noah, M., & Jennifer, A. J. (2013). Methodological issues in comparative education studies: An exploration of the approaches of Kandel and Holmes. Journal of Educational Review,6(3), 349–356. Retrieved from http://oro.open.ac.uk/83844/
  • OECD. (2018). The future of education and skills: Education 2030. Retrieved from https://www.oecd.org/education/2030/E2030 Position Paper (05.04.2018).pdf
  • OECD. (2019). A Flying Start: Improving Initial Teacher Preparation Systems. Paris: OECD Publishing. https://doi.org/10.1787/cf74e549-en
  • Olsen, B. (2021). Teacher quality around the world: what's currently happening and how can the present inform the future? European Journal of Teacher Education, 44(3), 293–294. https://doi.org/10.1080/02619768.2021.1917053
  • Phillips, D. (2006). Comparative education: method. Research in Comparative and International Education, 1(4), 304–319. https://doi.org/10.2304/rcie.2006.1.4.304
  • Philpott, C. (2014). A pedagogy for initial teacher education in England. Teacher Education Advancement Network Journal, 6(3), 4–16.
  • Pietarinen, J., Pyhältö, K., & Soini, T. (2019). Shared sense-making in curriculum reform: Orchestrating the local curriculum work. Scandinavian Journal of Educational Research, 63(4), 491–505. https://doi.org/10.1080/00313831.2017.1402367
  • Priestley, M., Biesta, G. J. J., & Robinson, S. (2015). Teacher agency: An ecological approach. London: Bloomsbury Academic.
  • Pushpanadham, K. (2020). Teacher education in the global era. Singapore: Springer.
  • Scottish Government. (2016). Enhancing learning and teaching through the use of digital technology. https://www.gov.scot/publications/enhancing-learning-teaching-through-use-digital-technology/documents/
  • Sinnema, C., & Aitken, G. (2013). Emerging international trends in curriculum. In M. Priestley & G. J. J. Biesta (Eds.), Reinventing the curriculum: New trends in curriculum policy and practice. London: Bloomsburry Academic.
  • Sivesind, K., Bachmann, K., & Afsar, A. (2013). Researching curriculum specification and freedom in Norway. In W. Kuiper & J. Berkvens (Eds.), Balancing curriculum regulation and freedom across Europe, CIDREE yearbook 2013 (pp. 163–189). Enschede, the Netherlands: SLO.
  • Snoek, M. (2021). Educating quality teachers: how teacher quality is understood in the Netherlands and its implications for teacher education. European Journal of Teacher Education, 44(3). 309–327. https://doi.org/10.1080/02619768.2021.1931111
  • Sr.-Clarke, G., & Zagarell, J. (2012). Technology in the classroom: teachers and technology: a technological divide. Childhood Education, 88(2), 136–139. https://doi.org/10.1080/00094056.2012.662140 Symeonidou, S. (2017). Initial teacher education for inclusion: a review of the literature. Disability & Society, 32(3), 401–422. https://doi.org/10.1080/09687599.2017.1298992
  • Tatto, M. (2021). Professionalism in teaching and the role of teacher education. European Journal of Teacher Education, 44(1), 20–44. https://doi.org/0.1080/02619768.2020.1849130
  • Tican, C., & Deniz, S. (2019). Pre-service teachers' opinions about the use of 21st century learner and 21st century teacher skills. European Journal of Educational Research, 8(1), 181–197. https://doi.org/10.12973/eu-jer.8.1.181
  • Walshe, N., & Tait, V. (2019). Making connections: a conference approach to developing transformative environmental and sustainability education within initial teacher education. Environmental Education Research, 25(12), 1731–1750. https://doi.org/10.1080/13504622.2019.1677858
  • Watkins, A., & Donnelly, V. (2014). Core values as the basis for teacher education for inclusion. Global Education Review, 1(1). 76–92. Retrieved from https://ger.mercy.edu/index.php/ger/article/view/9
  • YÖK, [HEC]. (2018). Öğretmen yetiştirme lisans programları [Initial teacher education curricula]. Retrieved from https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
  • Zhao, Y. (2010). Preparing globally competent teachers: A new imperative for teacher education. Journal of Teacher Education, 61(5), 422-431. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/0022487110375802?casa_token=W4Z6FFs8jrkAAAAA:oTFkBD3MmMW7ZVUXOWg-PBqVCXhqD8atlm51gzMvNu54a3 OOmMyEtjqjruSMpvz_kLKQ7L9ICmNjrg
Toplam 64 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Bilge Aslan Altan 0000-0002-3309-933X

Sinem Hızlı Alkan 0000-0003-0694-4160

Erken Görünüm Tarihi 25 Temmuz 2023
Yayımlanma Tarihi 28 Temmuz 2023
Gönderilme Tarihi 15 Aralık 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 16 Sayı: 3

Kaynak Göster

APA Aslan Altan, B., & Hızlı Alkan, S. (2023). Changing Landscapes of Teacher Quality in Initial Teacher Education: Examples from Scotland and Turkey. Journal of Theoretical Educational Science, 16(3), 482-501. https://doi.org/10.30831/akukeg.1219475