Teacher Training System and Process: Opinions of Teacher Candidates on Teacher Qualifications

Arzu Aydogan Yenmez,Seher Mandaci Sahin,Ilknur Ozpinar

doi:10.5539/hes.v6n3p114

Arzu Aydogan Yenmez, Seher Mandaci Sahin + Show 1 more

Open Access

https://doi.org/10.5539/hes.v6n3p114

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Abstract

<p>It is considered that teacher candidates offering their expectations and solution recommendations as well as assessing themselves on the competence aspect will be effective on eliminating the main problems in teacher training. In this respect, purposeof the research is to specify the opinions of teacher candidates on how they evaluate themselves and the faculty in which they study regarding qualifications they possess.The sample of the research conducted within the scope of descriptive study is consisted of 164 junior teacher candidates. The teacher candidates were askedfirst to examine the qualification documents as well as to identify the basic issues, and to answer a written interview form. The obtained data were examined under the themes of “deficiencies”, “expectations” and “solution recommendations”. Considering the outcome model, it is suggested that in-serviceprocess should be investigated in more details with new studies on subjects such as teacher recruitment and career development.</p>

Highlights

In line with developments in science and technology, changes to happen in education fieldas in all fields have been inevitablein our century
Because the function of the schools has changed in accordance with new approaches in education in which the extent of the learning concept has changed along with the acceptance of the concepts such as learning, active learning and lifelong learning
In parallel with this change, the schools that were previously accepted as basic resource for learning are no longer perceived as the single source; with the importance given to lifelong learning, the schools are expected to be institutions that need to be integrated with the society

Summary

Introduction

In line with developments in science and technology, changes to happen in education fieldas in all fields have been inevitablein our century. Because the function of the schools has changed in accordance with new approaches in education in which the extent of the learning concept has changed along with the acceptance of the concepts such as learning, active learning and lifelong learning In parallel with this change, the schools that were previously accepted as basic resource for learning are no longer perceived as the single source; with the importance given to lifelong learning, the schools are expected to be institutions that need to be integrated with the society. The change of the qualifications that desired to be gained by the students is one of the important reasons for the change in the school’s function In line with these qualifications, in addition to teaching-learning process, the tasks and responsibilities of the teachers have changed (Day, 2000; ETUCE, 2008; European Commission, 2012; Karacaoğlu, 2008)

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