EN
TR
Abstract
The Ministry of National Education has started a different application in the Teacher Candidate Training System in 2015-2016 academic year. In the application, teacher candidates were not sent to the schools they are appointed to; it was anticipated that they are trained under the supervision of adviser teachers and at the schools where those adviser teachers work for a semester. This first application regarding the teacher candidate training system contains various aspects for candidate training. However, there are limited number of studies on this application which is tried for the first time. In this article on that new application, it is aimed to establish what teacher candidate training process means and the functionality in the teacher candidate training studies from the perspective of candidate and adviser Religious Culture and Moral Knowledge teachers. Taking the searches on teacher candidate training models into consideration, the data on this different application which is tried for the first time would provide significant feedback regarding teacher training. Furthermore, it would also enable us to understand religious education teacher training processes from the perspective of candidates and advisers. In this respect, the fundamental question of the research is expressed as “What do teacher candidate training and training process mean from the perspective of candidate and adviser Religious Culture and Moral Knowledge teachers?
The study was carried out based on phenomenology approach which is one of the qualitative research methods. Research data was obtained by means of a semi-structured interview with 10 advisers and 8 teacher candidates who participated in the practice. Interview texts were analyzed by the researcher within the framework of phenomenological encoding.
In the results obtained from analyses, 5 main dimensions were found regarding the meaning of teacher candidate training. These are; 1. Being a teacher, 2. Rediscovering Learning and Teaching: Candidateship and Advising, 3. Teacher Candidate Adviser Teacher Practice – Operation, 4. How and When a Teacher Can Be Happy?, 5. Area – Field Relation and Formation Training.
Some of the conclusions reached from the results obtained and discussions made within the framework of literature are as follows:
Teacher candidate training, which is tried for once unlike other practices, has had a supporting and teaching function both for candidates when they are starting the profession and for advisers in terms of their professional development and created an interactive environment between candidates and advisers.
In the processes of deciding the profession and in professional development, it was seen that the meaning ascribed to being a teacher and personality traits of strong role model teachers contain decisive elements.
This new practice regarding teacher candidate training and training enabled candidates to be more prepared against the course load which may be considered intense by means of not assigning courses to them in the critical stage of the profession. Considering that teaching profession takes place as more isolated in classroom practice than other colleagues, it was found out that such practices contribute to eliminate many professional difficulties for beginners such as trial and error or quitting the job in the candidateship process.
Filling in forms, reporting and doing stationary works excessively beyond needs do not have a meaning beyond being a workload which does not contribute in the essence of the practice and affects other processes negatively.
In relation to personal rights, the fact that the wage paid to practice teachers for trainee students is not paid to the advisers in teacher candidate process is considered as a contradictory situation.
As an opportunity provided by the practice, feedback that candidates and advisers give to each other, reactions and attention that they get from teachers, parents and the environment made them happy as a teacher.
When the theoretical and practical foundations of the relationship between needs and demands of the field cannot be set with theology field courses, perception of inadequacy occurs in the further stages of professional development starting from teacher candidate period in terms of both field courses and formation courses.
Keywords
Teşekkür
Araştırma verilerinin toplanmasında görüşmelerin yapılması aşamasında desteğini esirgemeyen AYBÜ Sosyal Bilimler Enstitüsü Felsefe ve Din Bilimleri Din Eğitimi Doktora öğrencisi Hatice YEMENİCİ ye değerli emekleri için çok teşekkür ediyorum.
Kaynakça
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- Akyüz, Yahya. “Öğretmen Yetiştirme Tarihimizde Nitelik Arayışına İki Örnek”. Eğitimde Nitelik Geliştirme: Eğitimde Arayışlar I. Sempozyumu Bildiri Metinleri. ed. İlhami Fındıkçı. 222-227. İstanbul: Kültür Koleji Yayınları, 1991.
- Akyüz, Yahya. Türkiye’de Öğretmenlerin Toplumsal Değişmedeki Etkileri (1839 - 1950). Ankara: Pegem Akademi Yayınları, 2. Basım, 2012.
- Alataş, Hürriyet. Türkiye’de 2016 Yılında Uygulanan “Aday Öğretmen Yetiştirme Programı” Uygulamasının Değerlendirilmesi. Van: Yüzüncü Yıl Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi, 2017.
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Ayrıntılar
Birincil Dil
Türkçe
Konular
Din Araştırmaları
Bölüm
Araştırma Makalesi
Yazarlar
Ahmet Yemenici
*
0000-0002-7549-5074
Türkiye
Yayımlanma Tarihi
30 Haziran 2021
Gönderilme Tarihi
27 Şubat 2021
Kabul Tarihi
5 Mayıs 2021
Yayımlandığı Sayı
Yıl 1970 Sayı: 16
ISNAD
Yemenici, Ahmet. “Din Kültürü ve Ahlak Bilgisi Aday Öğretmenleri ve Danışman Öğretmenlerinin Gözüyle Aday Öğretmen Yetiştirme Eğitimi ve Süreci”. Amasya İlahiyat Dergisi. 16 (01 Haziran 2021): 229-266. https://doi.org/10.18498/amailad.887766.
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https://doi.org/10.32709/akusosbil.1185533Öğretmen Adaylarının Millî Eğitim Akademisi’ne Yönelik Görüş ve Beklentileri: İlahiyat Fakültesi Örneği
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