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Amerika Birleşik Devletleri Eğitim Fakültelerinde Klinik Öğretim Üyeleri: Genel Bir Bakış

Yıl 2014, Sayı: 3, 141 - 147, 01.12.2014

Öz

Amerika Birleşik Devletleri yükseköğretim sisteminde “klinik öğretim üyeliği”, farklı alan ve bölümlerde farklı akademik personel pozisyonlarını tanımlama amacı ile kullanıla gelmiştir. Bu çeşitliliğe rağmen, temelde, klinik öğretim üyeliği, teori ve pratik arasındaki boşluğu doldurmak ve profesyonel okullar veya meslek eğitimi veren fakülteler diye tanımladığımız yükseköğretim kurumlarına pratik ve tecrübe bilgisi getirmesi için oluşturulmuş bir pozisyondur. Bu çalışma Amerika Birleşik Devletleri’ndeki eğitim fakültelerinde klinik öğretim üyeliği pozisyonunu, pozisyonun karakteristik özelliklerini, görev tanımını ve bu pozisyondaki öğretim üyelerinin sorunlarını tartışmayı amaçlamaktadır. Bu çalışmada ayrıca, eğitim fakültelerindeki klinik öğretim üyeliğinin tıp ve hukuk fakültelerindeki klinik öğretim üyeliği pozisyonları ile karşılaştırması yapılarak pozisyonun eğitim fakültesine özgü sorunlarının ortaya çıkarılması hedefl enmiştir. Bu çalışmanın başlıca tavsiyelerinden biri pozisyonun geleceği için, klinik öğretim üyelerinin diğer akademik personelle aynı atanma ve yükselme şart ve koşullarına tabi olmaya zorlanmaları yerine - ki kendilerine uymayan bir mekanizmadır - eğitim fakültelerinde de diğer mesleki okullarda olduğu gibi pozisyona özgü kariyer ve akademik yükselme mekanizması kurulmasıdır. Bu sayede, hem klinik öğretim üyelerinin iş güvencesi, maaş ve yükselme ile ilgili karşılaştığı sorunlar büyük ölçüde çözüme kavuşacak hem de klinik olmayan öğretim üyelerinin kalite ile ilgili kaygıları giderilmiş olacaktır

Kaynakça

  • Adamson, B. L., Pang, C., Colbert, B., Hessler, K., Kruse, K., Kuehn, R., McNeal, M.H. & Santacroce, D. (2012). Clinical faculty in the legal academy: Hiring, promo on and reten on. Journal of Legal Educa on, 62(1), 115-161.
  • Altbach, P. (2005). Pa erns in higher educa on development. In P. G. Altbach, & R. O. Gumport (Eds.), American higher educa on in the twenty-fi rst century: Social, poli cal and economic challenges. Bal more, MD: John Hopkins University Press.
  • Anderson, A. &Wylie , N. (2008). Beyond the ADA: How clinics can assist law students with “nonvisible” disabili es to bridge the accommoda ons gap between classroom and prac ce. Clinical Law Review, 15(1), 1-53.
  • to be blurred. The debate around clinical orienta on in schools
  • Hackmann, D. (2007). Roles and responsibili es of clinical faculty in selected educa onal leadership programs. Planning and Changing, 38, 17-34.
  • Hearn, J. C., & Anderson, M. S. (2001). Clinical faculty in schools of educa on. In W. G. Tierney (Ed.), Faculty work in schools of educa on: Rethinking roles and rewards for the twenty-fi rst century (pp. 125-149). Albany: State University of New York Press.
  • Indiana University School of Educa on IUPUI, Long-term contract and promo on criteria for clinical faculty. Retrieved on November 4, 2009. Retrieved from h p://educa on.indiana. edu/Portals/28/IUPUI%20Long%20Term%20Contract%20 and%20Promo on%20Criteria%20for%20Clinical%20Faculty. pdf
  • Jones, R. F. (1987). Clinician-educator faculty tracks in US Medical Schools. Journal of Medical Educa on, 62(5), 444-447.
  • Joyce, B., & Showers, B. (1980). Improving inservice training: The messages of research. Educa onal Leadership, 37(5), 379-385.
  • Kirby, S. N., McCombs, J. S., Barney, H., & Na el, S. (2006). Reforming Teacher Educa on: Something Old, Something New. Santa Monica, CA: Rand.
  • Kowalski, T. (2009). Need to address evidence-based prac ce in educa onal administra on. Educa onal Administra on Quarterly, 45(3), 351-374.
  • Losee, S. (1993). Toward quality fi eld experiences: The role of clinical faculty. Paper presented at the Na onal Conference on Crea ng the Quality School, Oklahoma City, OK, ERIC Journal Number (ED364498).
  • May, D.C. (2005). The nature of school of educa on faculty work and materials for promo on and tenure at a major research university. (Unpublished Doctoral Disserta on). University of Pi sburgh, Pi sburgh, USA.
  • McPherson, M. S. & Schapiro, M. O. (1999). Tenure issues in higher educa on. Journal of Economic Perspec ves, 13(1), 85-98.
  • NEA (n.d.). The truth about tenure in higher educa on. Retrieved Nov. 14, 2013. Retrieved from h p://www.nea.org/ home/33067.htm
  • Peterson, M.W., & Dill, D. D. (1997). Understanding the compe ve environment of the postsecondary knowledge industry. In W. P. Marvin, D. D. Dill, & L. Mets, (Eds.), Planning and management for a changing environment (pp. 230-245). San Francisco: Jossey-Bass.
  • Pinar, W. F. (1989). A reconceptualiza on of teacher educa on. Journal of Teacher Educa on, 40(1), 9-12.
  • Shulman, L. S. (1998). Theory, prac ce, and the educa on of professionals. The Elementary School Journal, 98(5), 511-526.
  • The Holmes Partnership. (n.d.a). Origins of the Holmes Partnership (1987-1997), retrieved on October 19, 2009 from h p://www. holmespartnership.org/about/history.cfm

Clinical Faculty Members in the Schools of Education in the United States: An Overview

Yıl 2014, Sayı: 3, 141 - 147, 01.12.2014

Öz

In the United States of America, the term “clinical faculty” has been used to define diff erent positions academic personnel hold in various fields and job sett ings. Although it possesses diff erent meanings, the main argument is that the clinical faculty position in general, is designated to bring practical knowledge and expertise to the professional schools by filling the gap between theory and practice. Schools of education, as in other professional schools, also off er this type of clinical faculty position to provide practical knowledge to their students who will need it in their future lives as teachers, administrators and practitioners. Th is study aims to discuss the future of clinical faculty in schools of education through analyzing the position, in terms of job specifications, eff ectiveness, job requirements, personnel rights and the issues this category of faculty encounters in a cross comparative way across the fields of education, law and medicine. One of the main recommendations of the paper is that the future of clinical faculty should be secured through creating a clinical – tenure - track faculty positions in schools of education as in other professional schools instead of keeping them under the general appointment and promotion rules and regulations with the other faculty members. In this way, both the clinical faculty members’ problems related to job security, compensation, and promotion and non-clinical faculty members’ concerns related to quality will be resolved

Kaynakça

  • Adamson, B. L., Pang, C., Colbert, B., Hessler, K., Kruse, K., Kuehn, R., McNeal, M.H. & Santacroce, D. (2012). Clinical faculty in the legal academy: Hiring, promo on and reten on. Journal of Legal Educa on, 62(1), 115-161.
  • Altbach, P. (2005). Pa erns in higher educa on development. In P. G. Altbach, & R. O. Gumport (Eds.), American higher educa on in the twenty-fi rst century: Social, poli cal and economic challenges. Bal more, MD: John Hopkins University Press.
  • Anderson, A. &Wylie , N. (2008). Beyond the ADA: How clinics can assist law students with “nonvisible” disabili es to bridge the accommoda ons gap between classroom and prac ce. Clinical Law Review, 15(1), 1-53.
  • to be blurred. The debate around clinical orienta on in schools
  • Hackmann, D. (2007). Roles and responsibili es of clinical faculty in selected educa onal leadership programs. Planning and Changing, 38, 17-34.
  • Hearn, J. C., & Anderson, M. S. (2001). Clinical faculty in schools of educa on. In W. G. Tierney (Ed.), Faculty work in schools of educa on: Rethinking roles and rewards for the twenty-fi rst century (pp. 125-149). Albany: State University of New York Press.
  • Indiana University School of Educa on IUPUI, Long-term contract and promo on criteria for clinical faculty. Retrieved on November 4, 2009. Retrieved from h p://educa on.indiana. edu/Portals/28/IUPUI%20Long%20Term%20Contract%20 and%20Promo on%20Criteria%20for%20Clinical%20Faculty. pdf
  • Jones, R. F. (1987). Clinician-educator faculty tracks in US Medical Schools. Journal of Medical Educa on, 62(5), 444-447.
  • Joyce, B., & Showers, B. (1980). Improving inservice training: The messages of research. Educa onal Leadership, 37(5), 379-385.
  • Kirby, S. N., McCombs, J. S., Barney, H., & Na el, S. (2006). Reforming Teacher Educa on: Something Old, Something New. Santa Monica, CA: Rand.
  • Kowalski, T. (2009). Need to address evidence-based prac ce in educa onal administra on. Educa onal Administra on Quarterly, 45(3), 351-374.
  • Losee, S. (1993). Toward quality fi eld experiences: The role of clinical faculty. Paper presented at the Na onal Conference on Crea ng the Quality School, Oklahoma City, OK, ERIC Journal Number (ED364498).
  • May, D.C. (2005). The nature of school of educa on faculty work and materials for promo on and tenure at a major research university. (Unpublished Doctoral Disserta on). University of Pi sburgh, Pi sburgh, USA.
  • McPherson, M. S. & Schapiro, M. O. (1999). Tenure issues in higher educa on. Journal of Economic Perspec ves, 13(1), 85-98.
  • NEA (n.d.). The truth about tenure in higher educa on. Retrieved Nov. 14, 2013. Retrieved from h p://www.nea.org/ home/33067.htm
  • Peterson, M.W., & Dill, D. D. (1997). Understanding the compe ve environment of the postsecondary knowledge industry. In W. P. Marvin, D. D. Dill, & L. Mets, (Eds.), Planning and management for a changing environment (pp. 230-245). San Francisco: Jossey-Bass.
  • Pinar, W. F. (1989). A reconceptualiza on of teacher educa on. Journal of Teacher Educa on, 40(1), 9-12.
  • Shulman, L. S. (1998). Theory, prac ce, and the educa on of professionals. The Elementary School Journal, 98(5), 511-526.
  • The Holmes Partnership. (n.d.a). Origins of the Holmes Partnership (1987-1997), retrieved on October 19, 2009 from h p://www. holmespartnership.org/about/history.cfm
Toplam 19 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Enes Gök Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2014
Yayımlandığı Sayı Yıl 2014 Sayı: 3

Kaynak Göster

APA Gök, E. (2014). Clinical Faculty Members in the Schools of Education in the United States: An Overview. Yükseköğretim Ve Bilim Dergisi(3), 141-147.
AMA Gök E. Clinical Faculty Members in the Schools of Education in the United States: An Overview. J Higher Edu Sci. Aralık 2014;(3):141-147.
Chicago Gök, Enes. “Clinical Faculty Members in the Schools of Education in the United States: An Overview”. Yükseköğretim Ve Bilim Dergisi, sy. 3 (Aralık 2014): 141-47.
EndNote Gök E (01 Aralık 2014) Clinical Faculty Members in the Schools of Education in the United States: An Overview. Yükseköğretim ve Bilim Dergisi 3 141–147.
IEEE E. Gök, “Clinical Faculty Members in the Schools of Education in the United States: An Overview”, J Higher Edu Sci, sy. 3, ss. 141–147, Aralık 2014.
ISNAD Gök, Enes. “Clinical Faculty Members in the Schools of Education in the United States: An Overview”. Yükseköğretim ve Bilim Dergisi 3 (Aralık 2014), 141-147.
JAMA Gök E. Clinical Faculty Members in the Schools of Education in the United States: An Overview. J Higher Edu Sci. 2014;:141–147.
MLA Gök, Enes. “Clinical Faculty Members in the Schools of Education in the United States: An Overview”. Yükseköğretim Ve Bilim Dergisi, sy. 3, 2014, ss. 141-7.
Vancouver Gök E. Clinical Faculty Members in the Schools of Education in the United States: An Overview. J Higher Edu Sci. 2014(3):141-7.