Publication: Türki̇ye’de öğretmen yeti̇şti̇rme süreci̇ne i̇li̇şki̇n öğretmen ve okul yöneti̇ci̇leri̇ni̇n görüşleri̇
Abstract
Nesillerin çağın gereklerine uygun şekilde yetiştirilmesi, geleceğe hazırlanması, milli eğitimin amaçlarına uygun yetiştirilebilmeleri öğretmenlerin yeterliliklerini artıracak şekilde üniversite eğitimi, uygulamalı öğretmenlik dersleri, aday öğretmenlik eğitimi, hizmet içi eğitimler ve okul tabanlı mesleki gelişim uygulamalarının niteliğinin artırılmasına bağlıdır. Bu çalışmanın amacı Türkiye’de öğretmen yetiştirmeye ilişkin öğretmen ve okul yöneticilerinin görüşlerinin incelenmesidir. Nitel araştırma yöntemlerinden olgubilim deseniyle yürütülen bu araştırmada, çalışma grubunun belirlenmesi amacıyla örnekleme yöntemlerinden maksimum çeşitlilik örnekleme yöntemi kullanılmıştır. Bu kapsamda, 2022-2023 eğitim-öğretim döneminde İstanbul ve Denizli illerindeki farklı MEB okul türlerinden, branşlardan ve öğretim kademelerinden 21 katılımcı araştırmanın çalışma grubunda yer almıştır. Araştırmanın verileri yüz yüze görüşme yoluyla toplanmıştır. Katılımcı öğretmenler ile gerçekleştirilen görüşmelerde, yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşmeler sonucunda elde edilen veriler, içerik analizi yöntemiyle analiz edilmiştir. Katılımcıların öğretmen yetiştirmeye ilişkin olarak en çok; eğitim fakültelerindeki uygulamalı öğretmenlik derslerinin ve okulda yapılan uygulamalı derslerin yetersiz olduğu; öğretmenlik mesleğine ilk adım olan aday öğretmenliğe ilişkin MEB politikalarının ve okullarda yapılan uygulamaların öğretmen yetiştirme açısından uygun ve yeterli olduğu, Anadolu öğretmen liselerinin kapatılmaması gerektiği, hizmet içi eğitimlere yönelik MEB politikalarının ve okullardaki uygulamaların yetersiz ve verimsiz olduğu, MEB tarafından yeni uygulanmaya başlanan okul temelli hizmet içi eğitimlerin, “Mesleki Gelişim Toplulukları” uygulamasının ve “Öğretmen-Yönetici Hareketlilik nın uygulamasının henüz pilot uygulama düzeyinde kaldığı hususlarını dile getirmiştir.
Raising generations in accordance with the requirements of the age, preparing them for the future, and raising them in accordance with the aims of national education depends on increasing the quality of university education, applied teacher courses, candidate teacher education, in-service training and school-based professional development practices in a way that will increase the qualifications of teachers and managers. The aim of this study is to examine the views of teachers on teacher training in Turkey. In this study, which was carried out with the phenomenological method, one of the qualitative research methods, the maximum diversity sampling method, one of the sampling methods, was used in order to determine the study group. In this context, 21 attendees from different MEB school types, branches and grade levels in Istanbul and Denizli provinces took part in the study group of the research in the 2022-2023 academic year. Face-to-face interviews were conducted during data collection in the research. Interviews with participating teachers were carried out using a semi-structured interview form. The data obtained as a result of the interviews were subjected to analysis with the content analysis method. Similar data were grouped and coded. After the coding process, the codes were gathered under the appropriate themes and the main themes and sub-themes were designed. Within this framework, seven main themes emerged. Some of the main themes also have sub-themes. The issues that attendees raise most about teacher training are that the applied teaching courses in the Education Faculties and the applied courses in the school are “insufficient”; In the period of candidate teaching, which is the first step in the teaching profession, the policies of the Ministry of Education and the practices in schools are appropriate and sufficient in terms of teacher training, Anatolian teacher high schools should not be closed, MEB policies for in-service training and practices in schools are insufficient and inefficient. school-based in-service trainings, the Professional Development Communities application and the Teacher-Manager Mobility Program application remained at the pilot level and could not be expanded.
Raising generations in accordance with the requirements of the age, preparing them for the future, and raising them in accordance with the aims of national education depends on increasing the quality of university education, applied teacher courses, candidate teacher education, in-service training and school-based professional development practices in a way that will increase the qualifications of teachers and managers. The aim of this study is to examine the views of teachers on teacher training in Turkey. In this study, which was carried out with the phenomenological method, one of the qualitative research methods, the maximum diversity sampling method, one of the sampling methods, was used in order to determine the study group. In this context, 21 attendees from different MEB school types, branches and grade levels in Istanbul and Denizli provinces took part in the study group of the research in the 2022-2023 academic year. Face-to-face interviews were conducted during data collection in the research. Interviews with participating teachers were carried out using a semi-structured interview form. The data obtained as a result of the interviews were subjected to analysis with the content analysis method. Similar data were grouped and coded. After the coding process, the codes were gathered under the appropriate themes and the main themes and sub-themes were designed. Within this framework, seven main themes emerged. Some of the main themes also have sub-themes. The issues that attendees raise most about teacher training are that the applied teaching courses in the Education Faculties and the applied courses in the school are “insufficient”; In the period of candidate teaching, which is the first step in the teaching profession, the policies of the Ministry of Education and the practices in schools are appropriate and sufficient in terms of teacher training, Anatolian teacher high schools should not be closed, MEB policies for in-service training and practices in schools are insufficient and inefficient. school-based in-service trainings, the Professional Development Communities application and the Teacher-Manager Mobility Program application remained at the pilot level and could not be expanded.