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NİTELİKLİ ÖĞRETMEN YETİŞTİRMEDE SORUNLAR VE ÇÖZÜMLER: ÖZEL EĞİTİM ÖRNEĞİ

Yıl 2008, Cilt: 6 Sayı: 2, 189 - 226, 01.06.2008

Öz

Bu makalenin amaçlarından ilki ülkemizde özel eğitimde öğretmen yetiştirmeyi etkileyen
etmenler ışığında öğretmen yetiştirme için yapılanları analiz ederek betimlemektir. Diğer amacı ise
günümüzde özel eğitimde öğretmen yetiştirmede oluşan sorunları, çözümü için de öğretmen yetiştirme
sürecinin ve ürününün niteliğini artırma amacıyla yeterliliğe dayalı öğretmen yetiştirmeyi betimlemektir.
İlk olarak öğretmen yetiştirmeyi etkileyen etmenlerden alandaki uzmanların liderliği dikkate alınarak özel
eğitimde öğretmen yetiştirme kronolojik olarak betimlenmiştir. Günümüzdeki özel eğitim öğretmeni
yetiştirmeyi etkileyen sorunlardan özel eğitim öğretmeni yerine kısa süreli eğitim programlarıyla yetişmiş
alan dışı öğretmenleri atama, yeterli öğretim elemanı ve alt yapı sağlanmadan özel eğitim bölümlerini
açma, tepkisel ve popülist yaklaşımlarla öğretmen yetiştirme programlarını düzenleme tartışılmıştır.
Sorunların çözümü olarak yeterliliğe dayalı öğretmen yetiştirme süreci ve özellikleri, yeterlilikleri
belirlemek için izlenecek yollar, özel eğitim öğretmeni için yeterlilikler, yeterliliğe dayalı özel eğitim
öğretmenliği programlarının karşılaşabileceği sorunlar, önerilere yer verilerek tartışılmıştır. Ülkemizde
bilimsel yaklaşım temelli öğretmen yetiştirme programı geliştirmek için yeterliliğe dayalı program
geliştirmenin üniversitelerin misyonuyla çakıştığı sonucuna varılmıştır.

Kaynakça

  • Altman, R., ve Meyer, E. (1974). Some observations on competency based instruction. Exceptional Children. 4(40), 260-265.
  • Altunya, N. (2006). Gazi Eğitim Enstitüsü: Gazi Orta Öğretmen okulu ve Eğitim Ensititüsü (1926-1980). Ankara: Gazi Üniversitesi.
  • Blanton, L., Sindelar, P.T., Correa, V., Hardman, M., McDonnell, J., Kuhel, K. (2003). Conceptions of beginning teacher quality: Models of conducting research. (COPSSEDocument Number RS-6). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education. İnternetten 10.11.2007 tarihinde elde edilmiştir: http://www.copsse.org
  • Brown, B. (1978). Competency-based education - is there anything new? Journal of Teacher Education. 24, 62-63.
  • Brownell, M.T., Rosenberg, M.S., Sindelar, P.T. ve Smith, D.D. (2004). Teacher education :Toward qualified teacher for every classroom. Ed.Sorells,A.M., Reith, H.J. ve Sindelar, P.T. Critical Issues In Special Education. Pearson Education Inc.
  • Cochran-Smith, M. (2001). Constructing outcomes in teacher education: Policy, practice and pitfalls. Education Policy Analysis Archives, 9, 1-34.
  • Council for Exceptional Children [CEC] (2001). The CEC standards for the preparation of special educators. Arlington, VA.
  • Darling-Hammond, L.(1999). Teacher quality and student achievement: A review of state policy evidence. Retrieved October 12, 2001, from the National Commission http://www.tc.edu/nctaf/publications/index.html andAmerica's Future. Web site:
  • Elam, S.M. (1971). Performance based teacher education: What is the state of art? New York: American Association of Colleges for Teacher Education.
  • Gordon, P.A., Ashcroft, S.C. ve Bourgeault, S. E. (1979) Generic teaching competencies applied to a specific target population: The severely multihandicapped visually impaired. Education of the Visually Handicapped. XI(4), 97-101.
  • Herr, D., Algozzine, R., ve Heuchett, C. (1976). Generic teaching competencies applied to a specific target population: the severely multihandicapped visually impaired. Education of the Visually Handicapped. XI (4), 97-101.
  • Herr, D., Algozzine, R., ve Heuchett, C. (1976). Competencies of teachers of mildly handicapped. Journal of Special Education. 10, 97-100.
  • Horner R. Don. (1977). Competency-based approach to preparing teachers of the severely and profoundly handicapped: Perspective I I Sontag,, Editor ; Judy Smith, Nick Certo, associate eds. Educational Programming for The Severely and Profoundly Handicapped. CEC. Reston, Va.
  • Idol-Maestas, L., Liyod, S. ve Liily, M. S.(1978). A noncategorical approach to direct service and teacher education. Exceptional Children., 48(3), 213-220.
  • Monjan, S. V. ve Gassner, S. M. (1979). Critical issues in competency based education. New York: Pergamon Press Inc.
  • Nartgün, Ş. S. (2004). Farklı eğitim bilimleri alanlarından mezun olup zihinsel engelliler öğretmeni olarak atanan eğitmenlerin uygulamada ne tür sorunlarla karşılaştıklarına ilişkin görüşleri. XIV. Ulusal Özel Eğitim Kongresi.
  • Nougaret, A. A., Scruggs, T. E. ve Mastropieri M. A.(2005). Does teacher education produce better special education teachers? Exceptional Children. 71, 217-229.
  • Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü. İnternetten 11.10.2007 tarihinde alınmıştır: www.meb.gov.tr
  • Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of Research on Teaching . New York: MacMillan.
  • Sindelar, P. T., Smith, M. A., Harriman, N. E., Hale, R. L., ve Wilson, R. J. (1986). Teachereffectiveness in special education programs. Journal of Special Education, 20, 195-207.
  • Sontag, E., Purke, P. J. ve York, R. (1973). Considerations for serving the severely handicapped in the public schools. Education and Training of the Mentally Retarded, 8, 20-26.
  • Spunging, S. J. ve Taylor, J. L. (1986). The Teacher. (Ed) Schooll, G.T. Foundations Of Education For Blind And Visually Handicapped Children And Youth. AFB Inc .
  • Spungin, S. J. (1977). Competency-based curriculum for teachers of the visually handicapped: A national Study.
  • Stamm, J. M. (1975). A general model for the design of a competency-based special education professional program. Education and Training of the Mentally Retarded, 10, 196-200.
  • Stainback, S., Stainback, W. ve Maurer, S.(1976). Training teachers fort he severely and profoundly handicapped: A new frontier. Exceptional Children, 42, 203- 210.
  • Thiagarajan, S., Semmel, D. S. ve Semmel, M.I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. CEC. Reston, Va.
  • Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality. Princeton, NJ: Educational Testing Service, PolicyInformation Center. (ERIC Document Reproduction Service No. ED447128).
  • Wilcox, B (1977) Competency-based approach to preparing teachers of the severely and profoundly handicapped: Perspective I I. Sontag, Editor ; Judy Smith, Nick Certo, associate eds. Educational Programming for the Severely and Profoundly Handicapped. CEC. Reston, Va.

EFFECTIVE TEACHER TRAINING ISSUES AND SOLUTIONS: SPECIAL EDUCATION CASE

Yıl 2008, Cilt: 6 Sayı: 2, 189 - 226, 01.06.2008

Öz

The purpose of this paper is twofold: One is to describe in analyzing what had been done for special
education teacher training in considering effective factors of teacher training. The other one is to describe
current issues of special education teacher training in Turkey and with the aim of enhancing teacher training
procedure and teachers’ qualities competency based teacher training described as a solution. Firstly,
special education teacher training programs were described chronologically according to the leadership
of personals who are in the field. Among current issues in training special education teachers is to hire
teachers with short term certification program, Establishing new special education departments without
providing sufficient stuffs and resources and redesigning teacher training programs with responsive and
popular motives were discussed. The Competency Based Teacher Training was discussed in considering
procedures and characteristics, the ways to determine competencies, problems of competency based
programs will be facing and recommendations. Come to the conclusion that developing scientific
approach based teacher training programs requires competency based program which is in accord to the
mission of universities.

Kaynakça

  • Altman, R., ve Meyer, E. (1974). Some observations on competency based instruction. Exceptional Children. 4(40), 260-265.
  • Altunya, N. (2006). Gazi Eğitim Enstitüsü: Gazi Orta Öğretmen okulu ve Eğitim Ensititüsü (1926-1980). Ankara: Gazi Üniversitesi.
  • Blanton, L., Sindelar, P.T., Correa, V., Hardman, M., McDonnell, J., Kuhel, K. (2003). Conceptions of beginning teacher quality: Models of conducting research. (COPSSEDocument Number RS-6). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education. İnternetten 10.11.2007 tarihinde elde edilmiştir: http://www.copsse.org
  • Brown, B. (1978). Competency-based education - is there anything new? Journal of Teacher Education. 24, 62-63.
  • Brownell, M.T., Rosenberg, M.S., Sindelar, P.T. ve Smith, D.D. (2004). Teacher education :Toward qualified teacher for every classroom. Ed.Sorells,A.M., Reith, H.J. ve Sindelar, P.T. Critical Issues In Special Education. Pearson Education Inc.
  • Cochran-Smith, M. (2001). Constructing outcomes in teacher education: Policy, practice and pitfalls. Education Policy Analysis Archives, 9, 1-34.
  • Council for Exceptional Children [CEC] (2001). The CEC standards for the preparation of special educators. Arlington, VA.
  • Darling-Hammond, L.(1999). Teacher quality and student achievement: A review of state policy evidence. Retrieved October 12, 2001, from the National Commission http://www.tc.edu/nctaf/publications/index.html andAmerica's Future. Web site:
  • Elam, S.M. (1971). Performance based teacher education: What is the state of art? New York: American Association of Colleges for Teacher Education.
  • Gordon, P.A., Ashcroft, S.C. ve Bourgeault, S. E. (1979) Generic teaching competencies applied to a specific target population: The severely multihandicapped visually impaired. Education of the Visually Handicapped. XI(4), 97-101.
  • Herr, D., Algozzine, R., ve Heuchett, C. (1976). Generic teaching competencies applied to a specific target population: the severely multihandicapped visually impaired. Education of the Visually Handicapped. XI (4), 97-101.
  • Herr, D., Algozzine, R., ve Heuchett, C. (1976). Competencies of teachers of mildly handicapped. Journal of Special Education. 10, 97-100.
  • Horner R. Don. (1977). Competency-based approach to preparing teachers of the severely and profoundly handicapped: Perspective I I Sontag,, Editor ; Judy Smith, Nick Certo, associate eds. Educational Programming for The Severely and Profoundly Handicapped. CEC. Reston, Va.
  • Idol-Maestas, L., Liyod, S. ve Liily, M. S.(1978). A noncategorical approach to direct service and teacher education. Exceptional Children., 48(3), 213-220.
  • Monjan, S. V. ve Gassner, S. M. (1979). Critical issues in competency based education. New York: Pergamon Press Inc.
  • Nartgün, Ş. S. (2004). Farklı eğitim bilimleri alanlarından mezun olup zihinsel engelliler öğretmeni olarak atanan eğitmenlerin uygulamada ne tür sorunlarla karşılaştıklarına ilişkin görüşleri. XIV. Ulusal Özel Eğitim Kongresi.
  • Nougaret, A. A., Scruggs, T. E. ve Mastropieri M. A.(2005). Does teacher education produce better special education teachers? Exceptional Children. 71, 217-229.
  • Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü. İnternetten 11.10.2007 tarihinde alınmıştır: www.meb.gov.tr
  • Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of Research on Teaching . New York: MacMillan.
  • Sindelar, P. T., Smith, M. A., Harriman, N. E., Hale, R. L., ve Wilson, R. J. (1986). Teachereffectiveness in special education programs. Journal of Special Education, 20, 195-207.
  • Sontag, E., Purke, P. J. ve York, R. (1973). Considerations for serving the severely handicapped in the public schools. Education and Training of the Mentally Retarded, 8, 20-26.
  • Spunging, S. J. ve Taylor, J. L. (1986). The Teacher. (Ed) Schooll, G.T. Foundations Of Education For Blind And Visually Handicapped Children And Youth. AFB Inc .
  • Spungin, S. J. (1977). Competency-based curriculum for teachers of the visually handicapped: A national Study.
  • Stamm, J. M. (1975). A general model for the design of a competency-based special education professional program. Education and Training of the Mentally Retarded, 10, 196-200.
  • Stainback, S., Stainback, W. ve Maurer, S.(1976). Training teachers fort he severely and profoundly handicapped: A new frontier. Exceptional Children, 42, 203- 210.
  • Thiagarajan, S., Semmel, D. S. ve Semmel, M.I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. CEC. Reston, Va.
  • Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality. Princeton, NJ: Educational Testing Service, PolicyInformation Center. (ERIC Document Reproduction Service No. ED447128).
  • Wilcox, B (1977) Competency-based approach to preparing teachers of the severely and profoundly handicapped: Perspective I I. Sontag, Editor ; Judy Smith, Nick Certo, associate eds. Educational Programming for the Severely and Profoundly Handicapped. CEC. Reston, Va.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA25SS49VJ
Bölüm Makaleler
Yazarlar

Mehmet Özyürek Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2008
Gönderilme Tarihi 1 Haziran 2008
Yayımlandığı Sayı Yıl 2008 Cilt: 6 Sayı: 2

Kaynak Göster

APA Özyürek, M. (2008). NİTELİKLİ ÖĞRETMEN YETİŞTİRMEDE SORUNLAR VE ÇÖZÜMLER: ÖZEL EĞİTİM ÖRNEĞİ. Türk Eğitim Bilimleri Dergisi, 6(2), 189-226.

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