Teacher Candidate Opinions Regarding the Threshold Score and Formation Training Applied to the Department of Fine Arts Education

Year 2025, Issue: 56

Edanur Öztürk , Büşra Keleş , Zühal Dinç Altun

https://doi.org/10.33418/education.1487599

Abstract

In this research, the aim was to examine the opinions of teacher candidates in the Painting-Teaching Program of Education Faculties, Fine Arts Education Department, on the "Basic Competence Test" exam score requirement to enter the Painting-Teaching Program and formation training. This research was designed within the scope of qualitative research, and data was collected through face-to-face individual semi-structured interviews. In the data collection phase of the research, teacher candidates at different class levels studying in the Painting-Teaching program of the Fine Arts Education Department at a state university were selected as the study group through a non-random non-probability sampling method, convenience sampling. The data obtained from the interviews were analyzed using content analysis, and the findings are presented in tables. Participants' opinions were supported by direct quotations in the tables. The most striking finding of this study is that teacher candidates believe that the 800 thousand threshold should be applied. However, teacher candidates are opposed to formation training. Therefore, it is recommended that the requirement to enter the 800 thousand threshold should also be applied to candidates receiving formation training.

Keywords

Basic competence test threshold score, pedagogical formation education, fine arts education, teacher candidate.

Güzel Sanatlar Eğitimi Bölümüne Girişte Uygulanan Baraj Puanı ve Formasyon Eğitimine İlişkin Öğretmen Adayı Görüşleri

Abstract

Bu araştırmada resim-iş öğretmenliği programı öğretmen adaylarının eğitim fakültelerinin, güzel sanatlar eğitimi bölümü, resim-iş öğretmenliği programına girişte uygulanan “Temel Yeterlik Testi” (TYT) sınavından alınan puanla 800 bine girme şartı ve formasyon eğitimi hakkındaki görüşlerinin incelenmesi amaçlanmıştır. Bu araştırma nitel araştırma yaklaşımı kapsamında tasarlanmış olup veriler yüz yüze yürütülecek bireysel yarı yapılandırılmış sorulardan oluşan mülakatlarla toplanmıştır. Araştırmanın veri toplama aşamasında çalışma grubunu bir devlet üniversitesinde Güzel Sanatlar Eğitimi Bölümü Resim-İş Öğretmenliği programında öğrenim gören farklı sınıf düzeylerinde öğretmen adayları oluşturmuştur. Çalışma grubu gönüllülük esasına dayalı tesadüfi olmayan örnekleme yönteminden biri olan kolayda örneklem yoluyla belirlenmiştir. Katılımcılar ile yapılan bu mülakatlar ses kayıt cihazı ile kayıt altına alınacak ve sonrasında kayıtlar yazılı olarak dikte edilmiştir. Mülakatlarda elde edilen veriler içerik analizi yöntemi ile analiz edilecektir. Elde edilen bulgular tablolar halinde sunulmuştur. Katılımcıların görüşlerinden doğrudan alıntılar alınarak tablolar desteklenmiştir. Sonuçlara ilişkin önerilerde bulunulmuştur.

Keywords

TYT baraj puanı, formasyon eğitimi, güzel sanatlar, öğretmen adayı

Ethical Statement

Etik kurul belgemi sisteme yüklemiştir

References

• Atik, A., & Kasapoğlu Tankutay, H. (2023). A study of teachers' opinions on the abolition of the minimum passing score in the higher education ınstitutions examination. İnönü University Faculty of Education Journal, 24(3),1554–1570. https://doi.org/10.17679/inuefd.1219450
• Balkaş, G. (2020). A study on the relationship between child and art (Unpublished master's thesis). Kirikkale University, Institute of Social Sciences.
• Başbuğ, Ç., & Kaya, A. (2022). The effects of the success rankıng of basıc profıcıency test ın specıal talent selectıon exam for musıc educatıon program. Trakya Journal of Education, 12(3), 1356–1371. https://doi.org/10.24315/tred.979210
• Buyurgan, S., & Buyurgan, U. (2020). Arts education and training. Pegem A Publishing.
• Chmiliar, L. (2010). Multiple-case designs. In A. J. Mills, G. Eurepas, & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 582-583). SAGE Publications.
• Cochran-Smith, M., & Villegas, A. M. (2015). Framing teacher preparation research: An overview of the field, part II. Journal of Teacher Education, 66(1), 7–20.
• Council of Higher Education. (2019, May) Higher education institutions exam (YKS) higher education programs and quotas guide. Measurement, Selection and Placement Center. https://dokuman.osym.gov.tr/pdfdokuman/2019/YKS/kontkilavuz_18072019.pdf
• Council of Higher Education. (2020, June) Higher education institutions exam (YKS) higher education programs and quotas guide. Measurement, Selection and Placement Center. https://www.osym.gov.tr/TR,19431/2020-yuksekogretim-kurumlari-sinavi-yks-yuksekogretim-programlari-ve-kontenjanlari-kilavuzu.html
• Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). SAGE Publications.
• Çetin, Ş. (2000). A research on the ideal teacher. The Journal of National Education, 149, 23–37. Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1–2), 35–47.
• Demirel, İ. N., & Sözer, S. A. (2023). Core Proficiency Test (CPT) threshold in art teaching special talent exams. Recep Tayyip Erdoğan University Journal of Faculty of Education, 3(1), 28–44.
• Dilekçi, N., & Ece, A. S. (2012). Investigation of academic achievement of art teacher candidates based on different variables. Inonu University Journal of Faculty of Education, 13(2), 21–41.
• Dilmaç, O., & Salman, F. (2017). Assessment of competency of visual arts teacher candidates for teaching profession receiving pedagogical formation training. Balıkesir University The Journal of Social Sciences Institute, 20(37), 115–130. https://doi.org/10.31795/baunsobed.645165
• Ekiz, D. (2003). Introduction to research methods and methods in education. Anı Publishing.
• Erdamar, G., & Tengilimoğlu, Ö. (2021). Problems and suggestions regarding the pedagogical formation certificate program: Perspectives of teaching staff. Asian Journal of Instruction (E-AJI), 9(1), 58–79.
• Gerring, J. (2007). Case study research: Principles and practices. Cambridge University Press.
• Gül, İ., & Mercan, E. (2022). Academıcıan's opinions on removal of threshold scores applied for entrance to higher education. Electronic Journal of Social Science, 11(11), 281–310. https://doi.org/10.29228/sbe.66001
• Gürol, M., Turkan, A., & Som, İ. (2018). Evaluatıon of pedagogıcal formatıon certıfcate program. Electronic Journal of Social Sciences, 17(65), 103–122. https://doi.org/10.17755/esosder.306839
• Kavuran, T. (2004). The problems ın taking students by meansof special ability tests for art teaching programmes. Firat University Journal of Social Sciences, 13(2), 167–190.
• Kaya, Y. (2014). Teacher training and pedagogical formation practices. Journal of Educational Sciences, 39(2), 56–72.
• Kayıran, M. (1998). In the light of Ataturkist thought: Contemporary education. The Journal of Atatürk Research Center, 14(42), 780–830.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
• Ministry of National Education. (2023, August 28). Fine arts high schools weekly course schedules. https://ttkb.meb.gov.tr/meb_iys_dosyalar/2023_09/14141220_2023-41_Guzel_Sanatlar.pdf
• Nartgün, Ş. S. (2002). Evaluation of pedagogical formation programs in terms of teacher competencies. Education and Science, 27(125), 23–34.
• Nartgün, Ş. S. (2008). Candidate teachers’ views on the criteria of appontment to ministry of national education institutions. Abant Izzet Baysal University Journal of Faculty of Education, 8(2), 47–58.
• Presidency of the Board of Education and Discipline. (2023). Fine arts high schools weekly course schedules. https://ttkb.meb.gov.tr/meb_iys_dosyalar/2023_09/14141220_2023-41_Guzel_Sanatlar.pdf
• Sayings about education, beautiful sayings about education in 2024. (2024, January 7). Nationality. https://www.milliyet.com.tr/galeri/egitim-ile-ilgili-sozler-2024-egitim-uzerine-soylenmis-ozlu-guzel-sozler-6416652/1
• Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences (2nd ed.). Teachers College Press.
• Şen, A. (2018). Hakkı Dereköylü fine arts high school students' perspectives on out-of-field courses (Unpublished master's thesis). Pamukkale University Journal of Education, Denizli.
• Taşkesen, S. (2020). Opinions of fine arts high school teachers and students regarding fine arts education aptitude exams and applied threshold scores and their effect on their motivation. International Journal of Fine Arts Education Research (UGSEAD), 3(2).
• Türnüklü, A. (2000). A qualitative research technique that can be used effectively in educational research: Interview. Kuram ve Uygulamada Eğitim Yönetimi, 24(24), 543–559.
• Üçer, Ö., Gürer, M. E. R. T., Yılmaz, G., & Sonsel, Ö. M. E. R. (2023). Instructor opinions on measurement, selection and placement center (MSPC)'s prerequisite for music teaching programs. E-International Journal of Educational Research, 14(3), 283-297.
• Yalçıner, M. (2006). Observation and evaluation in education. Nobel.
• Yıldırım, A., & Şimşek, H. (2005). Qualitative research methods in social sciences. Seçkin Publishing.
• Yılmaz, K., & Altınkurt, Y. (2011). Prospective teachers' views about the problems of Turkish educational system. International Journal of Human Sciences, 8(1), 942–973.
• Yin, R. (1984). Case study research: Design and methods (3rd ed.). Sage Publications.
• Zwick, R. (2007). College admissions in twenty-first-century America: The role of grades, tests, and games of chance. Harvard Educational Review, 77(4), 419–430.