Araştırma Makalesi
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The Legacy of Anatolian Teacher High School: An Evaluation of the Quality and Importance of Teacher Training in Türkiye from the Perspective of Graduates

Yıl 2023, Cilt: 43 Sayı: 3, 2063 - 2100, 30.12.2023
https://doi.org/10.17152/gefad.1346505

Öz

This qualitative research aims to delve into the practices and influence of Anatolian Teacher High Schools, which play a critical role in Türkiye's teacher training process, from the perspective of graduates who are now teacher candidates. The research was conducted using a case study design, one of the qualitative research methods, and semi-structured interviews were conducted with ten students at Hacettepe University Faculty of Education, who are currently receiving pedagogical formation training and have previously studied at Anatolian Teacher High Schools. Interviews were carried out using 20 (6 unstructured closed-ended questions and 14 semi-structured open-ended questions) comprehensive questions pre-determined by the course instructor. These questions aimed to comprehend the students' experiences, opinions, and evaluations. The data collected were examined through content analysis, and the findings obtained were analyzed with the MAXQDA 2022 analysis program. The research findings highlight the positive impact and importance of Anatolian Teacher High Schools in Türkiye's teacher training process, as perceived by the graduates. The teacher candidates emphasized the significance of receiving education in these prestigious and quality schools and suggested that this experience should be recommended to other students aspiring to the teaching profession.

Kaynakça

  • Akyüz, Y. (2015). Türk eğitim tarihi [Turkish education history]. Pegem Academy.
  • Bogdan, R. C., & Biklen, S. K. (1998). Foundations of qualitative research in education. Qualitative Research in Education: An Introduction To Theory And Methods, 1-48.
  • Demir, Ş., Gültekin, M., Öztürk, E., & Aydın, İ. (2016). Self-efficacy beliefs of Anatolian Teacher High School graduates towards the teaching profession. Journal of Educational Sciences Research, 6(2), 117-132.
  • Gültekin, M., Genç, Z., & Peker, F. A. (2020). Views of anatolian teacher high school graduates on the teaching profession. Journal of Social Studies Education Research, 11(4), 129-148.
  • Anderson, T., & Clark, M. (2022). Socio-economic background and ıts ımpact on educational experiences. International Journal of Education, 59(2), 120-136.
  • Brown, M., & Thompson, P. (2021). Adapting to digital advances in teacher training programs. London: Academic Press.
  • Demirci, N., & Ayhan, B. (2022). Regional differences in educational perceptions within Turkey. Turkish Journal of Educational Research, 48(5), 500-517.
  • Khan, Z., & Li, Q. (2021). Triangulation in qualitative research: Why and how. Journal of Modern Research Methods, 7(1), 30-44.
  • Lee, H., & Kim, J. (2020). Long-term ımpacts of teacher training: A retrospective analysis. Journal of Education and Training, 56(4), 234-248.
  • Martinez, L. (2021). The peer ınfluence in academic settings. Education and Psychology, 64(2), 89-103. Smith, L., & Jones, M. (2023). The cultural ımpacts on educational perceptions. New York: Scholarly Publications.
  • Turner, R., & Patel, D. (2019). Diverse experiences in education: An analysis of urban and rural differences. Journal of Educational Research, 45(3), 112-129.
  • Williams, S. (2022). Modern challenges in teacher training: An international perspective. Education Today, 67(1), 45-60.
  • Güven, İ. (2015). Eğitim bilimine giriş. Pegem Academy.
  • Johnson, B., & Christensen, L.B. (2004). Educational research: Quantitative, qualitative, and mixed approaches. Pearson Education, Inc.
  • Karahan, S., Ural, A., & Yiğit, M. F. (2020). School adaptation problems of Anatolian Teacher High School students. Erzincan University Journal of Education Faculty, 22(3), 180-206.
  • Kavcar, C. (2002). Problems of teacher training in Turkey and proposed solutions. National Education Journal, 155.
  • Kumru, M. (2010). Evaluation of the effect of teaching profession knowledge courses taught in Anatolian Teacher High Schools on students' orientation towards the teaching profession (Unpublished master's thesis). Karaelmas University, Zonguldak.
  • Miles, M., & Huberman, M. (1994). Data management and analysis methods. Sage Publications.
  • Özalp, İ., & Ataünal, A. (1977). Eğitim sosyolojisi. Anı Publication.
  • Özmen, M., & Altınkurt, Y. (2018). Examination of Anatolian Teacher High School graduates' professional achievement beliefs based on various variables. International Journal of Educational Research and Innovation, 10(1), 97-109.
  • Öztürk, C. (2005). Eğitimde program geliştirme. Pegem Academy.
  • Özyar, A. (2001). Türkiye'de ilköğretim okulları ve programlarının gelişimi. Gazi Publication.
  • Patton, M.Q. (2002). Qualitative research & evaluation methods (3rd ed.). Sage Publications.
  • Resmi Gazete. (1982). Issue: 17760.
  • SGB (Ministry of National Education). (2013-2014). Statistics. Retrieved from www.sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2013-2014.pdf
  • Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(45), 1-10.
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Publication.

Anadolu Öğretmen Lisesi Mirası: Türkiye'de Öğretmen Yetiştirme Kalitesinin ve Öneminin Mezun Bakış Açısıyla Değerlendirilmesi

Yıl 2023, Cilt: 43 Sayı: 3, 2063 - 2100, 30.12.2023
https://doi.org/10.17152/gefad.1346505

Öz

Bu nitel araştırma, Türkiye'nin öğretmen yetiştirme sürecinde kritik bir rol oynayan Anadolu Öğretmen Liseleri'nin uygulamalarını ve etkisini, şu an öğretmen adayı olan mezunların bakış açısından incelemeyi amaçlamaktadır. Araştırma, nitel araştırma yöntemlerinden biri olan durum çalışması tasarımı kullanılarak yürütülmüş olup, Hacettepe Üniversitesi Eğitim Fakültesi'nde pedagojik formasyon eğitimi alan ve daha önce Anadolu Öğretmen Liseleri'nde okumuş olan on öğrenci ile yarı yapılandırılmış görüşmeler şeklinde gerçekleştirilmiştir. Görüşmeler, ders yöneticisi tarafından önceden belirlenmiş 20 soru (6 yapılandırılmamış kapalı uçlu soru ve 14 yarı yapılandırılmış açık uçlu soru) kullanılarak yapılmıştır. Bu sorular, öğrencilerin deneyimlerini, görüşlerini ve değerlendirmelerini anlamayı amaçlamaktadır. Toplanan veriler içerik analizi ile incelenmiş ve elde edilen bulgular MAXQDA 2022 analiz programı ile analiz edilmiştir. Araştırma bulguları, mezunlar tarafından algılanan şekliyle Anadolu Öğretmen Liseleri'nin Türkiye'nin öğretmen yetiştirme sürecindeki olumlu etkisini ve önemini vurgulamaktadır. Öğretmen adayları, bu prestijli ve kaliteli okullarda eğitim almanın önemini vurgulamış ve bu deneyimin öğretmenlik mesleğine ilgi duyan diğer öğrencilere önerilmesi gerektiğini önermiştir.

Kaynakça

  • Akyüz, Y. (2015). Türk eğitim tarihi [Turkish education history]. Pegem Academy.
  • Bogdan, R. C., & Biklen, S. K. (1998). Foundations of qualitative research in education. Qualitative Research in Education: An Introduction To Theory And Methods, 1-48.
  • Demir, Ş., Gültekin, M., Öztürk, E., & Aydın, İ. (2016). Self-efficacy beliefs of Anatolian Teacher High School graduates towards the teaching profession. Journal of Educational Sciences Research, 6(2), 117-132.
  • Gültekin, M., Genç, Z., & Peker, F. A. (2020). Views of anatolian teacher high school graduates on the teaching profession. Journal of Social Studies Education Research, 11(4), 129-148.
  • Anderson, T., & Clark, M. (2022). Socio-economic background and ıts ımpact on educational experiences. International Journal of Education, 59(2), 120-136.
  • Brown, M., & Thompson, P. (2021). Adapting to digital advances in teacher training programs. London: Academic Press.
  • Demirci, N., & Ayhan, B. (2022). Regional differences in educational perceptions within Turkey. Turkish Journal of Educational Research, 48(5), 500-517.
  • Khan, Z., & Li, Q. (2021). Triangulation in qualitative research: Why and how. Journal of Modern Research Methods, 7(1), 30-44.
  • Lee, H., & Kim, J. (2020). Long-term ımpacts of teacher training: A retrospective analysis. Journal of Education and Training, 56(4), 234-248.
  • Martinez, L. (2021). The peer ınfluence in academic settings. Education and Psychology, 64(2), 89-103. Smith, L., & Jones, M. (2023). The cultural ımpacts on educational perceptions. New York: Scholarly Publications.
  • Turner, R., & Patel, D. (2019). Diverse experiences in education: An analysis of urban and rural differences. Journal of Educational Research, 45(3), 112-129.
  • Williams, S. (2022). Modern challenges in teacher training: An international perspective. Education Today, 67(1), 45-60.
  • Güven, İ. (2015). Eğitim bilimine giriş. Pegem Academy.
  • Johnson, B., & Christensen, L.B. (2004). Educational research: Quantitative, qualitative, and mixed approaches. Pearson Education, Inc.
  • Karahan, S., Ural, A., & Yiğit, M. F. (2020). School adaptation problems of Anatolian Teacher High School students. Erzincan University Journal of Education Faculty, 22(3), 180-206.
  • Kavcar, C. (2002). Problems of teacher training in Turkey and proposed solutions. National Education Journal, 155.
  • Kumru, M. (2010). Evaluation of the effect of teaching profession knowledge courses taught in Anatolian Teacher High Schools on students' orientation towards the teaching profession (Unpublished master's thesis). Karaelmas University, Zonguldak.
  • Miles, M., & Huberman, M. (1994). Data management and analysis methods. Sage Publications.
  • Özalp, İ., & Ataünal, A. (1977). Eğitim sosyolojisi. Anı Publication.
  • Özmen, M., & Altınkurt, Y. (2018). Examination of Anatolian Teacher High School graduates' professional achievement beliefs based on various variables. International Journal of Educational Research and Innovation, 10(1), 97-109.
  • Öztürk, C. (2005). Eğitimde program geliştirme. Pegem Academy.
  • Özyar, A. (2001). Türkiye'de ilköğretim okulları ve programlarının gelişimi. Gazi Publication.
  • Patton, M.Q. (2002). Qualitative research & evaluation methods (3rd ed.). Sage Publications.
  • Resmi Gazete. (1982). Issue: 17760.
  • SGB (Ministry of National Education). (2013-2014). Statistics. Retrieved from www.sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2013-2014.pdf
  • Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(45), 1-10.
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Publication.

Ayrıntılar

Birincil Dil İngilizce
Konular Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi
Bölüm Makaleler
Yazarlar

Hülya PEHLİVAN 0000-0001-6772-8125

Gamze MERCAN 0000-0001-5515-999X

Yayımlanma Tarihi 30 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 43 Sayı: 3

Kaynak Göster

APA PEHLİVAN, H., & MERCAN, G. (2023). The Legacy of Anatolian Teacher High School: An Evaluation of the Quality and Importance of Teacher Training in Türkiye from the Perspective of Graduates. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 43(3), 2063-2100. https://doi.org/10.17152/gefad.1346505
AMA PEHLİVAN H, MERCAN G. The Legacy of Anatolian Teacher High School: An Evaluation of the Quality and Importance of Teacher Training in Türkiye from the Perspective of Graduates. GEFAD. Aralık 2023;43(3):2063-2100. doi:10.17152/gefad.1346505
Chicago PEHLİVAN, Hülya, ve Gamze MERCAN. “The Legacy of Anatolian Teacher High School: An Evaluation of the Quality and Importance of Teacher Training in Türkiye from the Perspective of Graduates”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43, sy. 3 (Aralık 2023): 2063-2100. https://doi.org/10.17152/gefad.1346505.
EndNote PEHLİVAN H, MERCAN G (01 Aralık 2023) The Legacy of Anatolian Teacher High School: An Evaluation of the Quality and Importance of Teacher Training in Türkiye from the Perspective of Graduates. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43 3 2063–2100.
IEEE H. PEHLİVAN ve G. MERCAN, “The Legacy of Anatolian Teacher High School: An Evaluation of the Quality and Importance of Teacher Training in Türkiye from the Perspective of Graduates”, GEFAD, c. 43, sy. 3, ss. 2063–2100, 2023, doi: 10.17152/gefad.1346505.
ISNAD PEHLİVAN, Hülya - MERCAN, Gamze. “The Legacy of Anatolian Teacher High School: An Evaluation of the Quality and Importance of Teacher Training in Türkiye from the Perspective of Graduates”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43/3 (Aralık 2023), 2063-2100. https://doi.org/10.17152/gefad.1346505.
JAMA PEHLİVAN H, MERCAN G. The Legacy of Anatolian Teacher High School: An Evaluation of the Quality and Importance of Teacher Training in Türkiye from the Perspective of Graduates. GEFAD. 2023;43:2063–2100.
MLA PEHLİVAN, Hülya ve Gamze MERCAN. “The Legacy of Anatolian Teacher High School: An Evaluation of the Quality and Importance of Teacher Training in Türkiye from the Perspective of Graduates”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 43, sy. 3, 2023, ss. 2063-00, doi:10.17152/gefad.1346505.
Vancouver PEHLİVAN H, MERCAN G. The Legacy of Anatolian Teacher High School: An Evaluation of the Quality and Importance of Teacher Training in Türkiye from the Perspective of Graduates. GEFAD. 2023;43(3):2063-100.