Teacher Training In Turkey Research Articles

The problem of quality of qualified professional teacher training in Turkey

The education system of Ukraine is at the stage of European integration changes and internal modernization processes. The characteristic trends of this period are the realization of one's own national experience, its comparison with European and world traditions, as well as the need to analyze and highlight the most effective progressive ideas and advanced concepts that exist in the world space, the possibility of their adaptation to the needs of national education. Therefore, institutions of higher education must train qualified teachers, creative, possessing a high level of pedagogical skills, realizing their own autonomy and capable of developing original solutions. The novelty of the problematics of the studied topic is that the problem of the quality of professional training of a qualified teacher in Turkey has not yet found a comprehensive reflection and systematic generalization in the Ukrainian scientific and pedagogical discourse. Therefore, the goal of the study was to formulate the problem of the quality of professional training of a qualified teacher in Turkey. To implement the goals and objectives of scientific research, the authors relied on the following materials and methods of scientific research: 1) theoretical – analysis of scientific databases, electronic repositories of institutions of higher education, scientific institutions and libraries where dissertation abstracts, scientific publications and other scientific works are stored; systematization and generalization of research results; 2) empirical – conversations, correspondence with Turkish scientists and university professors; pedagogical supervision. The authors formulated the problem of the quality of training of a qualified teacher, which is a widely discussed problem for many years in the world and in Turkey itself, which proves the need to rethink the definition and boundaries of the teaching profession. On the basis of the generalization and systematization of the obtained results, the authors formulated the concept of "qualified teacher" – this is a novice teacher who has successfully completed training on an accredited educational program of initial teacher training. Scientific and practical recommendations on the use of constructive ideas of the Turkish experience to improve the quality of teacher training in the system of continuous pedagogical education of Ukraine are substantiated

Vocational Music Education Institutions and Music Teacher Training in Turkey in the 21st Century

In this study, the process of training music teachers working in primary, middle, and high schools affiliated with the Ministry of National Education in Turkey is examined. Within this scope, Higher Education Programs related to Music Education, Pedagogical Formation Education Certificate Program (PFECP) and Student Profile/Quality of Music Education Institutions were investigated to answer three fundamental questions. According to the findings obtained, it has been determined that there is a structure of music education in 16 different faculties with various names, apart from the Music Education program in the Faculty of Education, and students studying in these institutions have the right to be appointed as music teachers by completing the (PFECP). Furthermore, it was determined that the scores of the TYT (Basic Skills Test) determined for admission to 16 different faculties outside the Faculty of Education were very low/insufficient. The education process of the Pedagogical Formation Education Certificate Program does not meet the expected “competencies of the music teaching profession” in training music teachers. In our country, which has a tradition, experience, and accumulation of training music teachers for 100 years, there is a need to re-think and re-imagine the structure and policies of music teacher training in the 21st century. The Ministry of National Education (MONE), the Council of Higher Education (COHE), universities, academicians, civil society organizations, and all stakeholders in music education should take steps to correct the deficiencies, inconsistencies, and contradictions in teacher/music teacher training practices.

Identification of In-Service Teacher Education Policies in Turkey and Investigation of Their Reflections on Practices

The general purpose of this study is to identify the target policies for in-service education in Turkey’s main policy papers and documents of teacher training and development institutions, and to investigate reflections of these policies on practice. The study was based on historical research, which is one of the qualitative methods. The data were collected through document analysis and analyzed with content analysis. Regarding the research results, it was determined that target policies for in-service training activities in the field of teacher training in Turkey were offered within two main frameworks. When the reflections of these policies on practice were evaluated accordingly, it was revealed that putting policy theories into practice was generally achieved; however, some policies were offered as specific to several cities without being reflected across Turkey.

Examining the game teaching in special education teacher training in Turkey and European Union Member States

This study aims to examine the compulsory courses related to the game and game teaching in special education teacher training undergraduate programme in terms of number, term, credit and content. The data in descriptive study have been determined using document analysis technique. It has been stated that pre-service teachers in most of the EU countries such as Belgium, Finland, Hungary, Luxemburg, Malta, Portugal, etc. take the courses related to game teaching in the first, second and third years of their education, and the courses with the lowest credit are included in Greece’s and Holland’s special education teacher training programmes with four ECTS and the highest credits are included in Malta’s special education teacher training programme with 20 ECTS. In Turkey, special education teacher training programme which is updated in 2018 includes two ECTS of ‘Game and Music in Special Education’ course in the sixth term. Keywords: Special education, teacher training programme, game, game teaching.

Preservice Physical Education Teachers’ Perceptions of Competence in Selecting Teaching Techniques: Teacher Training in Turkey

The aim of this study was to examine preservice physical education teachers’ perceived competence in selecting teaching techniques according to certain variables. The research was designed as a descriptive study using a screening model. The study universe consisted of a total of 348 preservice physical education teachers studying in different departments. The “Scale of Preservice Teachers’ Perceived Competence in Selecting Teaching Techniques” was used as the data collection tool. For analysis of the data, frequency and percentage distribution, arithmetic mean, standard deviation, t-test and one-way analysis of variance values were used. The level of significance was taken as p < 0.05 for all tests. The results obtained in the study revealed that according to the evaluation of the scale score intervals, the participants’ mean scores (4.24±0.36) for perceptions of competence in selecting teaching techniques were high. According to the subdimensions, mean scores of 4.30±0.38 in the positive prediction subdimension and 4.11±0.39 in the negative prediction subdimension were obtained. No difference was found between groups according to the gender variable. According to the variable for type of department attended, it was seen that students in the coaching department who obtained the right to become teachers via certificate programmes had lower perception levels. Another finding of the study was that as grade level increased, participants’ levels of perceived competence increased. As a result of the research, recommendations are offered regarding the need for preservice teachers, from their selection onwards, to be educated with programmes which give priority to domain-specific practices, and for certificate programmes that grant the right to become a teacher through short-term training to be reviewed.

Authentic assessment increased academic achievement and attitude towards the educational measurement of prospective teachers

<span>The aim of the study was to investigate the effect of authentic assessment on the attitudes of prospective teachers towards academic achievement and attitudes towards educational measurement and the opinions of prospective teachers on authentic assessment. In this study, the triangulation mixed design was used. In the quantitative dimension of the study, the study group consisted of prospective teachers studying in the education faculty of a state university in the 3rd grade of the Turkish education program of the 2016-2017 fall semesters. All prospective teachers in the experimental group filled in the unstructured diaries from which qualitative data were obtained and 12 of the prospective teachers in the experimental group were selected. Experimental processes were carried out during the 14-weeks assessment and evaluation course. In the experimental group, prospective teachers were given authentic assignments within the scope of the authentic task and alternative assessment practices were conducted. As a result of the study, it was determined that authentic assessment significantly increased the academic achievement and attitude towards the educational measurement of prospective teachers and also it’s an approach that can serve to provide cooperation between the theory and practice which is a major problem in the field of teacher training in Turkey.</span>

English

The aim of this study is to analyze teacher education systems in China and Japan, and compare the findings with teacher education in Turkey, thus contribute to the developments in teacher education in Turkey. The research was based on the years 2000 to 2017. Document analysis method, which is one of the qualitative data collection methods, is used in this research. Within the scope of the document review, official sources such as education ministries of the countries, internet pages of universities and internet pages of international education organizations are used; and educational policies, entrance conditions of teacher education institutions, the structure of these institutions and teacher education programs are examined. The collected data are analyzed by content analysis. In conclusion, the continuous policy changes regarding teacher training in Turkey are found to be detrimental to teacher training and prevent the implementation of research focused teacher education programs. For practice courses, both course hours and the cooperation between faculty and practice schools are found to be insufficient. The Education Bureau in China is the institution responsible for education policy, education program, teacher education and legislation. Though teacher education programs vary in different states, generally, those who have high school diploma may enter teacher education institutions after passing and practice-based evaluation system. It is found that the teaching profession is given a great importance in Japan, and that there is no specific policy in pedagogical formation education, and therefore, pedagogical formation education needs to be reviewed and updated. Turkey, China and Japan have taken inspiration from progressive education philosophy, one of the modern education philosophies, for their teacher education systems. Key words: Teacher education, teacher education in Turkey, teacher education in China, teacher education in Japan.

Türkiye’de Cumhuriyet Döneminde İngilizce Öğretmeni Yetiştirme Sürecinin Tarihsel Gelişim Açıdan Değerlendirilmesi

When English language teacher training in Turkey is examined, it is seen that there is some accumulation of knowledge in this field. In order to grasp better today’s understanding and practices of English language teacher training, the need to examine it historically arises because when teacher training programs are designed, it is expected to learn a lesson from the past and to benefit from historical accumulation of knowledge in this field in making decisions about the future. The purpose of this study is to evaluate English language teacher training in the Republic Period in Turkey from the viewpoint of historical development. To this end, review of literature was conducted in the internet and in the library. Articles, books and dissertations which were found to be suitable for the purpose of the study were examined with descriptive analysis method. As a result of the study, it is seen that no systematic studies were conducted on English language teacher training although there was significant accumulation of knowledge in this field in the Republic Period. In order to meet the need for English language teachers, different resources were used in 1923-1950s. Teaching assistants are one of the practices of meeting the need for teachers in this period. Between the years 1950 and 1980s, in order to meet the increasing need for English language teachers, there were efforts to admit more students to English language teaching departments and to open new schools if there were few, but the need for English language teachers was not fully met with such practices. In the late 1980, the institutions training teachers were incorporated into universities and there was an effort to keep teacher training away from political influences. However, in this period no importance was given to the quality of teacher training.

War, Peace and Peace Education: Experiences and Perspectives of Pre-service Teachers

The purpose of this study was to reveal the perceptions of preservice teachers with war experience regarding war, peace and peace education. In the study, the phenomenological design was applied. The participants of the study were individuals who experienced wars or conflicts for several reasons in their countries and who received teacher training in Turkey. In this respect, the causes of war were reported to include economic and political benefits and religious and ethnical discrimination. In addition, the participants mentioned the social, psychological and economic reflections of war. Also, peace was associated with the participants’ experiences and explained with such concepts as living together, freedom, confidence and happiness. In relation to peace education, the main focus was on respect to differences, and on prevention of discrimination. The preservice teachers also emphasized giving importance to children’s psychology in peace education, women’s rights as well as to avoidance of discrimination.

The Metaphorical Perceptions of Teacher Candidates Attending the Pedagogical Formation Program on Academic Staff—Gazi University Sample

Teacher training in Turkey has a long history with various practices. It has taken a different dimension with training teachers through pedagogical formation program certificates that last for a short time. The aim of this research is to reveal the metaphors of teacher candidates attending pedagogical formation program towards the academic staff. The research was designed with qualitative model and phenomenology design was used. The sample of the study group was composed of 392 teacher candidates. Teacher candidates were asked to fill in the sentence; “Academic staff during the pedagogical formation program is like ….….; because …………………”. The data analysis was conducted with qualitative methods. The academic staff is described in 11 basic categories. Most of these categories are made of positive behaviors composing 86.47% as guiding, advisor and counselor, the resource of knowledge and experience, constructive and developer, multi-perspective, self-developing, open to change, respectful, patient, tolerant and democratic, role model, using effective body language and presentation techniques. The remaining 4 categories are made of metaphors presenting the negative behaviors of academic staff reflecting 14.03% of teacher candidates: just narrating, not communicating enough, authoritative and oppressive, behaving inconsistently and irresponsive, non-communicative and with high ego.

English Teacher Training Programs in Denmark, Sweden and Turkey

Abstract Teachers play one of the most important roles in reaching learning objectives. The qualifications of teachers in an education system reflect the potential of that system and directly influence the learners⿿ achievement. Therefore, the purpose of this study is to compare Danish and Swedish English teacher training programs with that of Turkey and to reveal the similarities and differences to shed light on English teacher training in Turkey. Danish and Swedish English teacher training programs are analyzed, because these countries are ranked at the top by the average level of English skills amongst adults according to English Proficiency Index. The study is qualitative in nature and document analysis method is used to collect data about the relevant countries⿿ teacher training programs. The results of the study suggest that the duration for teaching practices and job-shadowing should be longer. In addition, graduation examination and submitting a project/thesis should be a requirement for the graduation.

Teacher Training in Turkey From Historical Perspective

Teacher Training in Turkey From Historical Perspective

Improving Practicum for a Better Teacher Training

Practicum process is no doubt one of the most crucial features of the teacher training process. However, its implementation in Turkey, in different universities or even within the departments of a same faculty shows variation. This flexibility and limited feedback hours cause inconsistencies in teacher education by limiting trainees’ opportunities to become better teachers. The current study was triggered by the inconsistencies of the practicum process, flexible implementations, and limited theory lessons required for feedback. Thus, it aims at investigating the effects of a more intense practicum with increased number of observations and feedback hours. The data for the study was gathered via a questionnaire, semi-controlled interviews, and researcher's field-notes. The results indicate that the teaching practice process needs restructuring and standardization to develop teacher training in Turkey.

Using Science Centers and Museums for Teacher Training in Turkey

This study was aimed to determine pre-service teachers’ views about science centers and museums, as out-of-the-school learning environments, through case study. For that purpose, the pre-service teachers were provided to participate in out-of-the-school learning environments which were designed in a structured way, and their attitudes and views were studied at the end of the process. The results showed that they held positive views with regard to the activities related to science centers and museums. Besides, pre-service teachers’ attitude averages were positive both in overall evaluation and under the theme of attitudes toward science and technology course. As positive views they said that activities were visual, permanent knowledge formed in consequence of the activities, they would be able to use the knowledge they had obtained in daily life, they had the opportunity to apply one-to-one, and that they were able to acquire new knowledge. On the other hand, the fact that the activities were too much in number, some of them took much time, and participants were too many was reported as the disadvantage.

A Historical View of Music Teacher Training in Turkey from the Past to the Present

Abstract Music teacher training in Turkey which has become important with the Republican Era is one of the areas of concept and practice. In this area, important developments have been made along with the various and multiple applications which have been implemented since the establishment of the Music Teacher School in 1924. As a result of this approach, many organizations at the present day which deal with professional music education have been established. In this study, music teacher training in Turkey from the past to the present is analysed within the framework of a descriptive model; the state at the present day is displayed with a historical perspective.

A comparison of pre-service English Language Teacher Training Systems in Turkey and Japan

This is a cross-national comparative education study which aims to define the similarities and differences between English Language Teacher Training Systems in Turkey and Japan. Correlational comparative survey method was used and horizontal approach was preferred. In the study, Higher Education Programs for Pre-Service English Language Teacher Training in Turkey including the entry requirements to these programs, the courses served and the certificate programs were examined. Then, Pre-Service English Language Teacher Training Institutions in Japan were studied within the same categories. The similarities and differences between the English Language Teacher Education Systems in both countries were defined

Quality or quantity: a statement for teacher training in turkey

Quality or quantity: a statement for teacher training in turkey

Information and communications technologies (ICT) in teacher education (ITE) programs in the world and Turkey: (a comparative review)

This study aims to comparative review the strategies of preparing teachers to use of new Information and Communications Technologies(ICT) such as Computer Assisted Education ad Distance Education in teacher education (ITE) programs in the world and Turkey.This descriptive study, firstly, introduces the international applications on utilizing ICT such as distance education and computer assisted education(CAE) for teacher training in the world and Turkey. Through the literature review, perspectives from some different countries from Europe, USA and Asia and Turkish ICT programs for teacher training are examined ;discusses using of ICT's for teacher training in Turkey comparing with developed countries ;and finally proposes some suggestions about effective using of ICT programs for teacher training in Turkey.

Rehabilitating a Fossilized Pronunciation Error: the /v/ and /w/, Contrast by Using the Audio-Articulation Method in Teacher Training in Turkey

The aim of this article is to demonstrate the applicability of a pronunciation teaching and correction case entitled the audio-articulation method, developed by Demirezen (2003, 2004), in the field of teacher training in which there is a scarcity of such methods. The audio-articulation method is a fossilized pronunciation mistake breaker, moving raising awareness of a fossilized mistake to perception via listening to oral practice. This method integrates pronunciation practicing into oral communication in the context of speaking by means of chain drills, substitution drills, repetition drills, inflection drills, replacement drills, restatement drills, completion drills, transposition drills, expansion drills, contraction drills, transformation drills, integration drills, rejoinder drills, restoration drills, question-answer drills, and language games are of great help in this respect. In addition, listen and imitate technique with mirroring, tracking, and echoing (shadowing), developmental approximation drills, and explanation techniques are all practiced, repeated in form of exhortations without boring the students. The applications of this method and related exercises, practically applied to experimental groups during a term of 14 weeks by Murat Hismanoglu (2004) in a doctoral dissertation, and it has been demonstrated that its has significant rehabilitating potentiality in correcting the pronunciation errors of non-native speaking English language teachers and student teachers in Turkey.

The Problem of Teacher Training in Turkey

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.