 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Teacher Training in Turkey From Historical Perspective
İsa Korkmaz
Full-Text PDF
XML 1069 Views
DOI:10.17265/2159-5836/2016.07.015
Necmettin Erbakan University, Konya, Turkey
A major educational debate today concerns how to recruit and prepare teachers all over the world. In other words, policy makers in education attempt to figure out high quality initial teacher training programs. Similarly, one of the main controversial issues in Turkey is who is going to be a teacher. Alternative programs for recruiting and preparing teacher have been devised, discussed, and applied. However, these programs have been implemented not because of results of research comparing the effectiveness of teachers from different types of preparation backgrounds but the program has been implemented because of current government policies. Since Turkish education system is centralized, the Ministry of National Education appoints all novice teachers according to their scores in the nationwide state examination conducted by state for state employee. Teachers in Turkey are recruited from two sources: One is education faculty graduates to be teacher at elementary, middle and high schools. The other source is different faculty graduates such as faculty of literature, art, science, theology, and etc. to teacher, particularly, at high schools. The aim of this study is to review teacher training and recruitment in Turkey from 1923 to present. The method of this study is to analyze printed document and changing policies and reforms about training and recruiting teachers in Turkish schools. During the Republic Era teacher training policies and applications have been changed several times radically. In addition, the effectiveness of factors on teacher training policies in terms of year and theory is indicated.
teacher training, recruiting, Turkish education system
Caine, R. N., & Caine, G. (2006). The way we learn. Educational Leadership, 64(1), 50-54.
Cumhuriyet Döneminde Öğretmen Yetiştirmenin Tarihi Gelişimi. (1998). Eğitim Fakülteleri Öğretmen Yetiştirme Programlarının Yeniden Düzenlenmesi İle İlgili Rapor (The report for revised and resutructured education faculty and initial teacher training, higher education council HEC). Yüksek Öğretim Kurulu Başkanlığı (YOK): Ankara.
Dursunoğlu, H. (2003) Döneminde İlköğretime Öğretmen Yetiştirmenin Tarihi Gelişimi. Retrieved 2014 September 20 from http://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/160/dursunoglu.htm
Kipp, H., & Rothmann, D. (2004). Hesse—educational system—Description of the basic structure (In study visit seminar “Teachers’ initial training—Recruitment and Evaluation”, April 23-27, 2012. Heppenheim, Germany).
Marzano, R. J. (2003). What works in schools: Translating research into action? Alexandria, VA: ASCD Association for Supervision and Curriculum Development.
Sanders, W. L., & Horn, S. P. (1994). The Tennessee value-added assessment system (TVASS): Mixed added assessment methodology in educational assessment. Journal of Personal Evaluation in Education, 8, 299-311.
Schere, M. (2012). Teachers under the looking glass. Educational Leadership, 70(3), 7.
Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: ASCD Association for Supervision and Curriculum Development.
Vetter, G. (2012). Teacher training in Hesse—The role of the examination division (first phase of teacher education) (In study visit seminar “Teachers’ initial training—Recruitment and Evaluation”, April 23-27, 2012. Heppenheim, Germany).