Publication: Examination of the 2018 undergraduate elementary teacher education program based on its first graduating prospective teachers’ opinions
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2022-10-01
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Abstract
Bu araştırmanın amacı 2018 yılında yürürlüğe konulan sınıf öğretmenliği lisans programının, bu
programdan mezun olacak ilk öğrencilerin görüşleri alınarak değerlendirilmesidir. Araştırmanın
deseni nitel araştırma yöntemlerinden durum çalışmasıdır. Araştırma katılımcıları, İstanbul’da
bulunan büyük bir eğitim ve araştırma üniversitesinin Eğitim Fakültesinin Sınıf Öğretmenliği
Anabilim Dalı dördüncü sınıfında okumakta olan 17 öğretmen adayıdır. Katılımcı öğretmen
adaylarının seçimi amaçlı örnekleme yöntemi kullanılarak gerçekleştirilmiştir. Araştırmada
veriler açık uçlu anket soruları ve yarı yapılandırılmış görüşme formuyla toplanmıştır. Açık uçlu
anket soruları 17 öğretmen adayına uygulanmış; yarı yapılandırılmış görüşme ise bu grup
içinden sekiz öğretmen adayı ile gerçekleştirilmiştir. Araştırma verileri betimsel analiz yöntemi
ile analiz edilmiştir. Bulgulara göre, 2018 Sınıf Öğretmenliği Lisans Programının nitelikli sınıf
öğretmeni yetiştirme hususunda gelişime açık bazı alanlarının mevcut olduğu tespit edilmiştir.
Bunlar; ders türleri, ders dönemleri, ders süreleri, seçmeli dersler ve derslerin yeterlilik düzeyi
olarak belirlenmiştir. Öğretmen adayları, pratiğe dayalı derslerin sayı ve süre olarak artırılması
ihtiyacını vurgulamışlar ve özellikle öğretim derslerinde ders saatlerinin ve içeriklerinin yetersiz
kaldığını ifade etmişlerdir. 2018 Sınıf Öğretmenliği Lisans Programını bir önceki programdan
ayıran en önemli farklardan biri Okul Deneyimi dersinin kaldırılmış olmasıdır. Öğretmen
adayları, Okul Deneyimi dersinin kaldırılmasına yönelik olumsuz görüş bildirmişler ve yeniden
programa konulmasının gerekliliğini belirtmişlerdir. Araştırma kapsamında güncel program
geliştirme çabalarını destekleyecek öneriler sunulmuştur.
The purpose of this research was to examine the 2018 Undergraduate Elementary Teacher Education Program based on the opinions of the prospective teachers who will be the first to graduate from this program. The design of the research was case study that is one of the qualitative research methods. The participants were 17 prospective teachers in their senior years in the Department of Elementary Teacher Education Program in a major teaching and research university in Istanbul, Türkiye1 . The participants were selected using purposive sampling method. An open-ended survey and a semi-structured interview form were used as data collection tools. The open-ended questionnaire was applied to 17 prospective teachers; the semistructured interviews were conducted with eight prospective teachers from the same group. The data were analyzed using the descriptive analysis. The findings revealed that the 2018 Undergraduate Elementary Teacher Education Program has several areas open to development in terms of training qualified elementary school teachers. Some of those areas were determined as course types, course semesters, course durations, elective courses, and the efficiency of the courses. The prospective teachers emphasized the need to increase the number and the duration of the practical-based courses. They also stated that especially in teaching courses, the course hours and the contents were insufficient. One of the most important differences that distinguishes the 2018 Undergraduate Elementary Teacher Education Program from the previous program was the termination of the School Experience course. The prospective teachers expressed negative opinions about the removal of the School Experience course and indicated the need for reconsideration of this course in the program. Suggestions contributing to contemporary program development efforts in the field are provided.
The purpose of this research was to examine the 2018 Undergraduate Elementary Teacher Education Program based on the opinions of the prospective teachers who will be the first to graduate from this program. The design of the research was case study that is one of the qualitative research methods. The participants were 17 prospective teachers in their senior years in the Department of Elementary Teacher Education Program in a major teaching and research university in Istanbul, Türkiye1 . The participants were selected using purposive sampling method. An open-ended survey and a semi-structured interview form were used as data collection tools. The open-ended questionnaire was applied to 17 prospective teachers; the semistructured interviews were conducted with eight prospective teachers from the same group. The data were analyzed using the descriptive analysis. The findings revealed that the 2018 Undergraduate Elementary Teacher Education Program has several areas open to development in terms of training qualified elementary school teachers. Some of those areas were determined as course types, course semesters, course durations, elective courses, and the efficiency of the courses. The prospective teachers emphasized the need to increase the number and the duration of the practical-based courses. They also stated that especially in teaching courses, the course hours and the contents were insufficient. One of the most important differences that distinguishes the 2018 Undergraduate Elementary Teacher Education Program from the previous program was the termination of the School Experience course. The prospective teachers expressed negative opinions about the removal of the School Experience course and indicated the need for reconsideration of this course in the program. Suggestions contributing to contemporary program development efforts in the field are provided.
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Keywords
Sosyal ve Beşeri Bilimler, Social Sciences and Humanities, Sosyal Bilimler (SOC), Social Sciences (SOC), Sınıf öğretmenliği, lisans programı, öğretmen adayları, durum çalışması, Elementary teacher education, undergraduate program, prospective teachers, case study
Citation
Bağdiken M., Sakız G., \"Examination of the 2018 Undergraduate Elementary Teacher Education Program Based on its First Graduating Teacher Candidates’ Opinions (2018 Sınıf Öğretmenliği Lisans Programının İlk Mezun Olacak Öğretmen Adaylarının Görüşlerine Göre İncelenmesi)\", VI. International Teacher Education and Accreditation Congress (VI. Uluslararası Öğretmen Eğitimi ve Akreditasyon Kongresi), Çanakkale, Türkiye, 16 - 18 Haziran 2022, ss.38-49