Hizmet Öncesi Öğretmen Eğitimi Programlarının Uluslararasılaşma Açısından İncelenmesi: Öğretmen Adaylarının Uluslararası Deneyimleri

Yıl 2023, , 1085 - 1110, 26.12.2023

Kadriye Dimici

https://doi.org/10.33711/yyuefd.1329056

Öz

Bu çalışma Türkiye yükseköğretiminde öğretmen eğitimi programlarının uluslararasılaşmasını incelemektedir. Bu kapsamda hizmet öncesi öğretmen eğitimi süreçlerinde uluslararası bir deneyime sahip olan öğretmen adaylarından elde edilen veriler kullanılmaktadır. Türkiye’nin batısında yer alan bir devlet üniversitesinde farklı öğretmen eğitimi programlarında öğrenim görmekte olan on bir katılımcı uluslararasılaşma ile ilgili görüşlerini her bir ülkede kullanılan öğretim programına odaklanarak ve Türkiye’deki üniversiteleri ve yurtdışında gittikleri üniversite arasında karşılaştırmalar yaparak açıklamaktadır. Bulgular, genel olarak öğretmen adaylarının uluslararasılaşma ile ilgili olumlu bir bakış açısına sahip olduklarını ve öğretmen eğitimi programlarına uluslararası bir yön eklenmesinin gerekli olduğunu göstermektedir. Bununla beraber, üniversitedeki öğretim programlarını uluslararasılaşma ve öğretmen adaylarına küresel bir bakış açısı kazandırma açısından yetersiz buldukları görülmektedir. Ancak gittikleri ülkelerde kullanılan programla ilgili daha iyimser algılara sahip oldukları ve orada kullanılan etkileşimli yöntemlerin kendi üniversitelerindeki öğretmen eğitimcileri tarafından da kullanılmasını arzu ettikleri anlaşılmaktadır. Bu bulgular ışığında öğretmen eğitimi programlarının uluslararası bir yönü olması gerektiği ve bu sürecin bütünleyici ve çok yönlü olması gerektiği önerilebilir.

Anahtar Kelimeler

uluslararasılaşma, hizmet öncesi öğretmen eğitimi programı, uluslararası deneyim

An Analysis of the Internationalization of Pre-Service Teacher Education Curricula: The International Experience of Prospective Teachers

Öz

This article analyses the concept of internationalizing teacher education curricula in Turkish higher education. It relies on the data collected from the prospective teachers with an international experience during their pre-service teacher education process. The eleven participants from different teacher education programs of a state university in the west part of Türkiye explain their opinions on internationalization through comparisons between their university in Türkiye and the host university abroad, focusing on the curriculum used in each country. The findings mainly show that the prospective teachers have a favourable viewpoint regarding internationalization and agree with the necessity to add an international aspect to the teacher education curricula. However, they find the curricula in their countries insufficient for internationalization and for providing prospective teachers with a global perspective. Furthermore, they have more optimistic perceptions about the curricula used in the host countries and desire that teacher educators use more interactive teaching methods in their countries, too. These findings suggest that teacher education must include an international aspect in the curriculum, and this process must be integrative and multi-faceted.

Anahtar Kelimeler

Internationalization, pre-service teacher education curriculum, international experience

Kaynakça

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