Abstract
This study aims to compare the school inspection reports prepared by educational inspectors in Turkey and the United Kingdom. In Turkey, educational inspection is carried out by the Educational Inspectors of the Ministry of National Education. On the other hand, educational inspection in the UK is carried out by Ofsted education inspectors. In both countries, it is compulsory to prepare an inspection report at the conclusion of an inspection, which sheds light on and evaluates the activities carried out at the school. The inspection reports are the subject of this study in terms of both form and content. The qualitative research method was used in the study and a document analysis was carried out. In this context, 10 inspection reports from both Turkey and the United Kingdom each were subjected to the inspection report review. A code was assigned to each inspection report. The reports originating from Turkey that were subjected to review were assigned the code TR, while the reports originating from the United Kingdom that were subjected to review were assigned the code UK. Titles of the inspection reports were determined and sample expressions related to each title were included in the text. As a result, although there are some similarities in the form of inspections, Ofsted reports were judged to be different, especially in terms of participation, evaluation of direct training activities, transparency and participation.
Highlights
The purpose of this study is to define the similarities and differences of the educational supervision systems of the developing countries and developed countries by comparing them and in Turkey, as a developing country, to define the situation of the educational supervision and to make some recommendations about how it should be
Gelişmekte olan ülkelerde, eğitim sisteminde yenilikler yapmak ve dünya standartlarını yakalamak amacıyla çalışmalar başlatılmıştır
Yönetimsel sorumluluklara sahip olacak öğretmenler okulu işleten diğer birimlerle işbirliği içerisinde olmak kaydıyla okul tarafından belirlenirler ve duruma göre görev dağılımı okulda iç değerlendirmeden doğrudan sorumlu olan okul tarafından verilir
Summary
Gelişmekte olan ülkelerle, gelişmiş ülkelerin eğitim denetimi sistemlerini karşılaştırarak yapılanma ve işleyiş açısından benzerlik ve farklılıklarını belirlemek ve gelişmekte olan ülkelerden biri olan Türkiye’de eğitimde denetimin ne durumda olduğunu ortaya koymak ve nasıl olması gerektiğine ilişkin öneriler getirmektir. Bu çalışmada Fransa, İngiltere, Almanya, Finlandiya, Güney Afrika, Polonya, İran, Hindistan ve Türkiye’nin eğitim denetim sistemleri incelenmiş ve karşılaştırılmıştır. Sonuç olarak Türkiye, Fransa, Güney Afrika ve İran’ın diğer ülkelere göre daha merkeziyetçi bir denetim yapısına sahip olduğu görülmektedir. Almanya ve Finlandiya’da ise daha çok okulların özerkliği dikkat çekmektedir. Gelişmiş ülkelerde öğretmenlere ve yeterliliklerine duyulan inanç dikkat çeken bir diğer noktadır. Gelişmişlik düzeylerine göre bakıldığında, gelişmekte olan ülkelerde daha çok eksikleri belirleme, hata bulmaya odaklanma gibi hususların ön plana çıktığı görülmektedir. Dikkat çeken nokta ise yakın zamanda okul içi denetimi ön plana çıkarıcı girişimlerin var olduğudur. How Is the Educational Supervision System of Turkey? When Compared with the Supervisional Structure of the Educational System of Developed and Developing Countries How Is the Educational Supervision System of Turkey? When Compared with the Supervisional Structure of the Educational System of Developed and Developing Countries
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