DETERMINATION OF THE PERCEPTIONS OF PRE-SERVICE TEACHERS ABOUT PPSE, INTERVIEW, AND RECRUITMENT PROCESS

Yıl 2020, Cilt: 13 Sayı: 1, 85 - 94, 21.04.2020

İbrahim Halil Yurdakal

Öz

The
pre-service teachers take some exams during the process of starting their
profession. Whereas the assignments were carried out through the public
personnel selection exam (PPSE) for many years, the verbal interview exam has
become a criterion in the assignments since PPSE in 2016, and the pre-service
teachers started to be assigned to the profession through a two-step
examination system. In this study, it was purposed to determine the perceptions
of pre-service teachers about the process of PPSE, interview, and assignment.
In the research, in which correlational survey model was used, a purposeful
sampling model was conducted so as to determine the sample. The sample of the
research consists of 200 pre-service teachers who are studying at first and fourth
grades. “Determination Scale of the Perceptions of Pre-Service Teachers about
the Process of PPSE, Interview, and Assignment” generated by Yurdakal &
Cakıroglu (2018) was used in collecting data within the scope of the research.
The perceptions of pre-service teachers about PPSE, interview, and assignment
and the variation levels of these perceptions according to gender and grade
were examined within the scope of the study. When the findings obtained in the
research are examined, it is seen that the perceptions of pre-service teachers
about the process of PPSE, interview, and assignment are at moderate level.
Whereas these perceptions did not show a significant difference according to
gender, there was a significant difference according to grade. The perceptions
of the pre-service teachers studying at first grade were significantly higher
than the perceptions of fourth-grade pre-service teachers.

Anahtar Kelimeler

Teacher, assignment, PPSE, interview, quantitative research

Destekleyen Kurum

-

Proje Numarası

-

Teşekkür

-

ÖĞRETMEN ADAYLARININ KPSS, MÜLAKAT VE ATANMA SÜRECİNE İLİŞKİN ALGILARININ BELİRLENMESİ

Öz

Öğretmen adayları mesleğe başlama sürecinde bir takım sınavlara girmektedir. Uzun yıllar KPSS ile atamalar yapılırken 2016 yılı itibari ile KPSS’nin yanı sıra sözlü olarak yapılan mülakat sınavı da atamalarda bir ölçüt olmuş ve öğretmen adayları iki basamaklı bir sınav sistemi ile mesleğe atanmaya başlamışlardır. Bu araştırmada öğretmen adaylarının KPSS, mülakat ve atanma sürecine ilişkin algılarını tespit etmek amaçlanmıştır. İlişkisel tarama modelinin kullanıldığı araştırmada örneklemi belirlemede amaçlı örnekleme modeli kullanılmıştır. Birinci ve dördüncü sınıfta eğitim gören 200 öğretmen adayı araştırmanın örneklemini oluşturmaktadır. Araştırma kapsamında verilerin toplanmasında Yurdakal ve Çakıroğlu (2018) tarafından geliştirilen “Öğretmen Adaylarının KPSS, Mülakat ve Atanma Sürecine İlişkin Algılarını Tespit Ölçeği” kullanılmıştır. Araştırma kapsamında öğretmen adaylarının KPSS, atanma ve mülakata yönelik algıları ve bu algıların cinsiyet ile sınıf düzeyine göre farklılaşma düzeyleri incelenmiştir. Araştırma bulgularına bakıldığında öğretmen adaylarının KPSS, mülakat ve atanma sürecine ilişkin algıları orda düzeyde çıkmıştır. Bu algılar cinsiyete göre anlamlı bir farklılık arz etmez iken sınıf düzeyine göre anlamlı bir farklılık tespit edilmiştir. Birinci sınıfta okuyan öğretmen adaylarının algıları dördüncü sınıfta okuyan adaylardan anlamlı düzeyde yüksek çıkmıştır.

Anahtar Kelimeler

Öğretmen, atama, KPSS, mülakat, nicel araştırma

Proje Numarası

-

Kaynakça

• Akyüz Y. (2007). Türk Eğitim Tarihi, (12. Edi.), Ankara: Pegem Publishing.
• Arslan, S. & Özpınar, İ. (2008). Teachers qualifications: comparison between primary school curriculum expectations and teachers acquisitions in education faculties, Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2 (1), 38-63.
• Avcı, Ö. Y. & Durmuşçelebi, M. (2014). Ideal student type according to teachers’ view, OPUS-International Journal of Society Researches, 4 (6), 22-44.
• Aydın, H. (2006). Postmodernizmin eğitimdeki uzantısı: Felsefi yapılandırmacılık, Journal of Science and Future, 1-12.
• Baştürk, R. (2007). Investigation of test anxiety levels of pre-service teachers taking Civil Servant Selection Examination. Fırat University Journal of Social Science, 17 (2), 163-176.
• Celep, C. (2004). Eğitim Örgütlerinde Dönüşümsel Önderlik. Ankara: Anı Publishing.
• Deacon, R. (2006). Michel Foucault on education: A preliminary theoretical overview, South African Journal of Education, 26 (2), 177–187.
• Demirel, Ö. (2010). Eğitim Sözlüğü, (4. Edi.), Ankara: Pegem Publishing.
• Erarslan, L. (2004). Evaluation of Public Personnel Selection Examination (KPSS) method in introduction to teaching profession, International Journal of Human Sciences, 1 (1), 1-31.
• Erdem, E. & Soylu, Y. (2013). Prospective teachers’ opinions about CCSE and field examination. Çankırı Karatekin University Journal of Institute of Social Sciences (SBED), 4 (1), 223-236.
• Ertürk, S. (1972). Eğitimde Program Geliştirme. Ankara: Yelkentepe Publishing.
• Foucault, M. (1977). Discipline and Punish: The Birth of The Prison. New York: Vintage Books.
• Gökçe, F. (2013). The views on KPSS (Public Personnel Selection Exam) of undergraduate students and trainees enrolled at A Pedagocial Formation Program, H. U. Journal of Education, 1, 171-190.
• Gümüşeli, A. İ. (1996). Teaching Leadership Behavior of Primary School Principals in Istanbul, İstanbul: Yıldız Teknik University.
• Gündoğdu, K., Çimen, N. & Turan, S. (2008). Perceptions of prospective teachers in relation to Civil Cervant Selection Exam (KPSS), Journal of Ahi Evran University Kırşehir Education Faculty, 2, 35-43.
• Güven, S. & Dak, G. (2017). Visual metaphors created by prospective teachers with regards to Public Personnel Selection Examination (KPSS), Journal of Education and Humanities, 8 (15), 1-16.
• Heck, R. H. (1992). Principals' instructional leadership and school performance: implications for policy development, Educational Evaluation and Policy Analysis, 14 (1), 21-34.
• Karaca, E. (2011). Teacher trainees’ attitudes about the Public Service Choosing Examination. Akademik Bakış Journal,23, 1-18.
• Karadeniz, Y. & Demir, S. B. (2010). A general assessment of contract teacher application. Journal of Ondokuz Mayıs University Education Faculty, 29 (2), 55-77.
• Karasar, N. (2009). Bilimsel Araştırma Yöntemleri. Ankara: Nobel Publishing.
• Karataş, S. & Güleş, H. (2013). Evaluation of the Selection Exam for Civil Cervants (KPSS) from pre-service teachers’ perspectives, Journal of Theoretical Educational Science, 6 (1), 102-119.
• Kaya, Y. K. (1979). Eğitim Yönetimi. Ankara: Türkiye ve Ortadoğu Amme İdaresi Enstitüsü Publishing.
• MoNE (2017). Taslak Türkçe dersi öğretim programı (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar), Ankara.
• Memduhoğlu, H. B. & Kayan, M. F. (2017). Pre-service teachers’ perceptions of election and assignment regarding to Civil Servant Selection Examination (CSSE), YYU Journal of Education Faculty, 14 (1), 1259-1288.
• Okçu, V. & Çelik, H. Ç. (2009). Effect of candidate teachers’ opinions to KPSS on attitudes of teaching, I. International Turkey Educational Research Congress, 1-3 May 2009, Çanakkale.
• Okçu, V. & Çelik, H. C. (2011). Effect of candidate teachers’ opinions to KPSS on attitudes of teaching. The International Journal of Research in Teacher Education, 2 (1), 30-54.
• Semerci, N. & Özer, B. (2005). Perceptions of senior and non-thesis graduate students about KPSS exam. XIV. Educational Science Congress, Pamukkale University, Denizli, 28-30 September.
• Sezgin, F. & Duran, E. (2011). The reflections of the Public Personnel Selection Examination on teacher candidates’ academic and social lives, Turkey Social Studies Journal, 15 (3), 9-22.
• Şahin Ç. & Arcagök S. (2010). Primary teacher candidates' perceptions about public staff selection exam (KPSS), 9. Symposium of Primary School Teaching, 624–629. Elazığ.
• Şimşek, N. & Akgün, İ. H. (2014). The view of pre-service teachers of social studies about teacher-content knowledge exam in KPSS, International Journal of Eurasia Social Sciences, 5 (15), 82-100.
• Şişman, M. (1996). Etkili okul yönetimi araştırma raporu, Eskişehir: Osmangazi University Faculty of Science and Literature.
• Yıldız, S. (2017). Sampling Problems in Social Sciences: A Holistic View to the Sampling Theory from Quantitative and Quali-Tative Paradigms, The Journal of Kesit Academy, 11 (3), 421-442.
• Yurdakal, İ. H. (2018). The Effects of Creative Reading Practices on The Primary School 4th Graders’ İmproving Reading and The Skills of Creative Thinking, Unpublished Doctorate Thesis, Pamukkale University Institute of Educational Science, Denizli.
• Yurdakal, İ. H. ve Çakıroğlu, E. (2018). Scale of determining the perceptions of prospective teachers about the interview and assignment process: validity and reliability study, 1. International Contemporary Education and Social Science Symposium, 22-25 November, Antalya.
• Decree Law No. 668. (27 July 2016). Decree Law on the Regulation on Some Institutions and Institutions with Measures to be Taken within the Scope of the State of Emergency., retriewed from http://www.resmigazete.gov.tr/eskiler/2016/07/20160727M2.on 24.10.2018.