Abstract
In the present study, some of the pre-service teachers’ criticisms against their exams were investigated. Moreover, as an alternative, to what extent philosophical, romantic and mythic questions could be used was also looked at. The study group consists of 117 pre-service teachers from the classroom teacher education. In the study, it was investigated what criticisms directed to exams by the pre-service teachers are the most important ones. Moreover, a form consisting of 20 items was administered to the study group to test mythic, romantic and philosophical understanding. The aim of this form is to elicit the pre-service teachers’ opinions about the questions testing mythic, romantic and philosophical understanding. The present study employed a mixed method as it used both quantitative and qualitative content analysis techniques. Incorporation of romantic, mythic and philosophical questions into both exams and teaching process may serve the function of trying “unusual” questions. In addition, use of such questions may have contributions to the consideration of affective components as well as cognitive components of teaching.
Highlights
The main purpose of education in early years of the Republic was to train individuals comprehending the philosophy of the Republic and approving reform movements so that the Republic could be developed
All of the pre-service teachers preferring mythic, romantic and philosophical questions to be asked in both teaching process and exams think that such questions are better to be asked in teaching process
The ratio of the pre-service teachers thinking that mythic, romantic and philosophical questions should not be used in both teaching process and exams ranges from 5.6% to 15.9%
Summary
The main purpose of education in early years of the Republic was to train individuals comprehending the philosophy of the Republic and approving reform movements so that the Republic could be developed. With the adaptation of the Latin alphabet in 1928, other primary aims of the education were to increase the number of literate people and raise the awareness of the public In this period, high majority of people were living in the countryside, low levels of literacy and shortage of teachers resulted in an emphasis on quantity rather than quality. The main emphasis of teacher training programs was on the quantity rather than improving the system and creation of policies directed to the quality of the teacher. In this respect, many reformation attempts focused on which courses should be included in the program and the balance between theoretical and practical courses
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