Abstract
ABSTRACTOne of the problems of higher education in Turkey is related with teacher training. Therefore, in the center of the attempts for renewing the Turkish Higher Education system lies the problem of teacher training and thus this article evaluates the teacher training policies that are presently being applied by the Higher Education Council. In this article, first a brief review of the history of teacher training is done, and in relation to this, the teacher training model that is being implemented in line with the related national and international improvements is examined in terms of the programs, management policies, quality of education, course contents, etc. In addition, it is discussed whether the courses' being classified as compulsory, elective, theoretical, practical, world knowledge, pedagogical formation, etc and the courses' credit formats are suitable for the profession of teaching. Within this framework, first the problems observed in the coordination and cooperation issues between the Ministry of National Education that is responsible for the employment of teachers and the Higher Education Council that is responsible for the training of teachers are pointed out, and a new structure and model is proposed considering the universal improvements. In order to make the teacher training and employment compatible with the local, regional, national, and international expectations and requirements and to develop a more functional and applicable model, a flexible and dynamic teacher training policy must be applied. In this respect, considering the realities of today's world, a consistent balance should be provided between the conflicting and shared needs of the individual and the society. As an extension of this, special attention must be paid to the prospective teachers' attainment of an awareness of universal citizenship by including multi-cultural and multi-lingual programs. This will ease the process of the internalization of the universal values such as democracy and human rights that have become widespread with the influence of globalization. In this article, the view that current teacher training policies, in their present formats, cannot meet the requirements of the country is supported. To provide a basis for this argument, Turkish teacher training program is examined as a sample that demonstrates the characteristic features of this system. Accordingly, by pointing out the restrictive features of a single type program which is standardized through a strict and categorical perspective and whose application is made compulsory in all parts of the country by the central authority, the adoption of new policies based on the universal improvements in training branch and classroom teachers is proposed. In summary, this article analyzes the problem of teacher training in Turkey through a technical, academic, and scientific perspective and supports the reconstruction of the current teacher training model of higher education by emphasizing the special importance of the profession of teaching in today's conditions.
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