Abstract
The aim of this study is to evaluate the initial teacher training programs updated in 2018 in Turkey. In the study, the basic interpretive research design was used. Participants of the study were 32 faculty members from different programs in a faculty of education of a university in the western part of Turkey. Data were collected via face to face interviews using semi-structured interview form. Findings of the study generally revealed that 2018 initial teacher training programs were not prepared in line with curriculum development principles. The faculty members think that the changes in the programs cannot meet the needs of qualified teacher training. They recommended updating the teacher training programs in line with the curriculum development principles, increasing the weekly course hours, adding the implementation hours in the courses and adding the school experience course back to the programs.
Highlights
It can be said that the scientific, economic and cultural development of societies and the quality of the trained teachers are mutually dependent (Cruickshank et al, 1996; Darling-Hammond, 2006; TEDMEM, 2014; Yıldırım, 2013)
Prior to 1982 primary school teachers were trained at First Teacher Training Schools, Education Institutes, Village Teacher Training Courses, Village Teacher Schools and Village Institutes (Altunya, 2005; Ataünal, 1987; Ataünal, 1994; Cicioğlu, 1983; Ministry of National Education [MoNE], 1995; Öztürk, 1996; Öztürk, 1998; Öztürk, 2005; Özalp and Ataünal, 1977; Higher Education Council [HEC], 1998)
Middle school teachers were trained at Education Institutes, Higher Teacher Schools, Trial Higher Teacher Schools and universities (Kavcar, 2002; Oğuzkan, 1983; Şahin, 2006; Tambağ, 2007; Uçan, 1982; HEC, 1998)
Summary
It can be said that the scientific, economic and cultural development of societies and the quality of the trained teachers are mutually dependent (Cruickshank et al, 1996; Darling-Hammond, 2006; TEDMEM, 2014; Yıldırım, 2013). Apart from Village Institutes, which were practiceoriented and educated teachers for the development of the society, it is not possible to say that this aim has been achieved fully (Atanur-Baskan, 2001; Safran, 2014; Yıldırım 2011). Middle school teachers were trained at Education Institutes, Higher Teacher Schools, Trial Higher Teacher Schools and universities (Kavcar, 2002; Oğuzkan, 1983; Şahin, 2006; Tambağ, 2007; Uçan, 1982; HEC, 1998). Prior to education faculties being the sole responsible for teacher training there were differing teacher training sources. With the transfer of the duty of teacher training to universities in 1982, academic studies on educational sciences and teacher training have started to be carried out in faculties of education (HEC, 2007)
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