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AN ANALYSIS OF TEACHER EDUCATION SYSTEMS OF SHANGHAI, HONG KONG, SINGAPORE, JAPAN AND SOUTH KOREA

Yıl 2015, Cilt: 3 Sayı: 2, 26 - 43, 30.12.2015

Öz

The importance of education in establishing the futures of the nations‟ and the importance of teachers in establishing the education cannot be denied. Teacher is the most important component of learning and instruction. A qualified process of learning and instruction can be established by the qualified teachers. Accordingly, teacher education is becoming more of an issue. It has been known that the most important and dynamic element determining the quality of education is teacher. In fact, there is support from many researches for the view that teacher plays a decisive role in determining students‟ learning outcomes. The role of teacher for the quality of education and students‟ success emerge from teacher education programmes. This study has been conducted using descriptive research design. Perspective comparative approach has been used. In this article, it has been aimed to evaluate comparatively the teacher education programmes of Shanghai, Hong Kong, Singapore, Japan and South Korea that have high performance in PISA 2012 and 2011 TIMMS. In addition, these countries are have strong economical power in Asia. The fact that the related countries have leapt forward in education recently has brought the teacher education systems of these countries an issue of wonder.
While collecting the data, thesis, books, journals, electronic resources and articles about the teacher training programmes in Shanghai, Hong Kong, Singapore, Japan and South Korea are referred. The data attained in this study is evaluated by using descriptive analysis approach in terms of the criteria that is determined in accordance with the aim of this study. These countries have been analyzed in terms of teacher education insititues, the criteria to select prospective teachers to teacher training institutions, the assignment to teaching professional training and teachers‟ economic and social position. As a result of the analyses, it has been determined that teachers are educated in different institutes under the different names and in the process of selecting prospective teachers to education faculties, there are writing essay, aptitude, attitude, personality tests and individual interview as well as national exams. In pre-service education there is a balance with theory and practice, and also there is intense practice training. In terms of professional training, it has been determined that teachers undergo a heavy professional training that is mostly based on practice and professional training courses have an important role in teachers‟ salary and promotion. Besides, in these countries, teachers‟ socio-economic position is higher than teachers in OECD countries, and therefore teacher profession has more attraction than other professions.

Kaynakça

  • A Teacher Education Model for the 21st Century. A Report by the National Institute of Education, Singapore (2013) http://www.nie.edu.sg/files/TE21%20online%20version%20-%20updated.pdf 7 Ocak 2015 tarihinde alınmıştır.
  • Akyüz, Y. (2012). Türk Eğitim Tarihi: M.Ö. 1000- M.S. 2012 (Genişletilmiş sekizinci basım). Ankara: Pegem Yayınevi
  • Chong, S. and Ho, P. (2009). “Quality teaching and learning: a quality assurance framework for initial teacher preparation programs.” International Journal of Management in Education 3, no. 3/4. (PDF)
  • Darling-Hammond, L., & Youngs, P. (2002). Defining ‘highly qualified teachers’: What does ‘scientifically-based research’ actually tell us? Educational Researcher, 31, 13–25.
  • Day, C., Day, S. P., Qing, K., & Stobart, G. (2009). Committed for life? variations in teachers’ work, lives and effectiveness. In M. Bayer (Ed.), Teachers’ career trajectories and work lives (pp. 49–70). Dordrecht: Springer.
  • Duman , T. (2009). Türkiye’de Öğretmen Yetiştirme ve Sorunları. Türk Yurdu, 29 (61), 32-35
  • Einsiedler, W. (1997). Teaching quality and performance development: Litterature overview. In F. E. Weinert & A. Helmke (Eds.), Development in basic school age (pp. 225–240). Hemsbach: Beltz.
  • Gao, X. ve Tren T. J. (2009) Understanding mainland Chinese students' motivations for choosing teacher education programmes in Hong Kong, Journal of Education for Teaching: International research and pedagogy, 35:2, 145-159
  • Ingersoll, R. (2007). A comparisive study of teacher preparation and qualifications in six nations. Philadelphia: Consortium for Policy Research in Education
  • Jens Rasmussen & Martin Bayer (2014) Comparative study of teaching content in teacher education programmes in Canada, Denmark, Finland and Singapore, Journal of Curriculum Studies, 46:6, 798-818,
  • Karagözoğlu, Galip; Hüsnü Arıcı; Sudi Bülbül; Nazım Çoker.(1995) “Türkiye’de Öğretmen Eğitim Politikaları ve Modelleri” Avrupa Konseyi Ülkeleri Öğretmen Yetiştirme Politikaları ve Modelleri Toplantısı Milli Eğitim Basımevi Yayın No: 3 Ankara
  • Katyal, K. (2010). 0 Educating teachers in Hong Kong for leadership in the age of the
  • internet: a re-conceptualisation Asia-Pacific Journal of Teacher Education Vol. 38, No. 4, November 2010, 273–284
  • Khoh, S. ve Teo. L, (2002) Pre-service preparation of mathematics teachers in the Singapore education system, International Journal of Educational Research 37 (2002) 131–143
  • Kim., E. (2007). The quality and qualifications of the teaching force in the republic of Korea. In R. M. Ingersoll (Ed.), A Comparative Study of Teacher Preparation and Qualifications in Six Nations.
  • Low, E.L. (2012). Pisa: Lessons for and fromSingapore http://www.nie.edu.sg/files/oer/CJ-Koh-2_Schleicher_PISA.pdf sitesinden 7 Ocak 2015 tarihinde alınmıştır.
  • Low ve Joseph ( 2011). Paving the Fourth way: The Singapore Story
  • MOE (Ministry of Education Singapore). (2014). Speeches. http://www.moe.gov.sg/media/speeches/2014/ 05/26/opening-address-by-mr-heng-swee-keat-at-the-2014-international-association-foreducational- assessment-conference.php adresinden 24.01.15 tarihinde erişilmiştir.
  • MEXT (Ministry of Education, Culture, Sports, Science and Technology). (2009). FY 2009 White Paper.
  • NCEE (National Centre for Entrepreneurship in Education) (2015). “South Korea: intructional Systems” http://www.ncee.org/programs-affiliates/center-on-international-education-benchmarking/top-performing-countries/south-korea-overview/ sitesinden 2 Ocak 2015 tarihinde alınmıştır
  • NCEE (National Centre for Entrepreneurship in Education) (2015). “Shangai: intructional Systems”http://www.ncee.org/programs-affiliates/center-on-international-education-benchmarking/top-performing-countries/shangai-overview/ sitesinden 2 Ocak 2015 tarihinde alınmıĢtır
  • NCEE (National Centre for Entrepreneurship in Education) (2015). “Hong Kong: Teacher and Principal Quality” http://www.ncee.org/programs-affiliates/center-on-international-education-benchmarking/top-performing-countries/hong kong-overview/ sitesinden 2 Ocak 2015 tarihinde alınmıştır
  • NCEE (National Centre for Entrepreneurship in Education) (2015). “Japan: Teacher and Principal Quality” http://www.ncee.org/programs-affiliates/center-on-international-education-benchmarking/top-performing-countries/japan-overview/ sitesinden 2 Ocak 2015 tarihinde alınmıştır.
  • NCEE (National Centre for Entrepreneurship in Education) (2015). “Singapore: Teacher and Principal Quality” http://www.ncee.org/programs-affiliates/center-on-international-education-benchmarking/top-performing-countries/singapore-overview/ sitesinden 2 Ocak 2015 tarihinde alınmıştır.
  • OECD (2005). Teachers matter: Attracting, developing and retaining effective teachers.
  • Retrieved from http://www.oecd.org/dataoecd/39/47/34990905.pdf
  • OECD (2012), Lessons from PISA for Japan, Strong Performers and Successful Reformers in Education, OECD Publishing
  • OECD, 2013. Teachers' salaries, OECD Publishing
  • Press Release on New Teacher Capacity Building Policy, September 23, 2014 http://www.moe.gov.sg/media/press/2014/09/growing-our-teachers-building-our-nation.php7 Ocak 2015 tarihinde alınmıştır.
  • Quong, T.. (2011). “An Analysis of Education Reform at the School Level in Hong Kong.”
  • Sclafani, S. (2010). Teacher Compensation Around the Globe. http://pdk.sagepub.com/content/91/8/38.full.pdf+html 7 Ocak 2015 tarihinde alınmıştır.
  • Sclafani, S. (2008). “Rethinking Human Capital in Education: Singapore as a Model for Teacher Development.” Washington, D.C.: Aspen Institute, 2008. www.aspeninstitute.org/policywork/ education-society/program-publications
  • The Education Bureau Press Release, “Education Bureau launches professional development programmes,” Jul. 8, 2011
  • The Education Bureau Press Release, “International study ranks Hong Kong students’ digital reading literacy among the world’s best,” Jun. 28, 2011 http://www.edb.gov.hk/en/edu-system/primary-secondary/spa-systems/primary-1-admission/index.html sitesinden 7 Ocak 2015 tarihinde alınmıştır.
  • TÜSİAD (2013). Okulda Üniversite: Türkiye’de Öğretmen eğitimini YenidenYapılandırmak İçin bir Model Önerisi
  • Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement
  • gains: A review. Review of Educational Research, 73, 89–122.
  • Weinert, F. E. & Helmke, A. (1997).Theoretical earnings and practical use of the scholastic study for development in basic school age. In F. E. Weinert & A. Helmke (Eds.), Development in basic school age Weinheim: Psychologie Verlags Union
  • Weinert, F. E., Schrader, F.-W., & Helmke, A. (1990). Teaching Expertise – a concept to reduce the gap between two theoretical paradigms. In Professional knowledge and professionalization: Braunschweiger Studies on Education and Social Work Science Vol. 28, pp. 173–206.
  • World Bank. (2013). China 2030: Building a Modern, Harmonious, and Creative Society.
  • Yasuyuki, I. (2004). Recent Trends on Teacher Education Reform in Japan 2004/10/23 at Capital Normal University, Beijing China
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara : Seçkin Yayınevi
  • Zhu, X ve Han, X. (2006). Reconstruction of the teacher education system in china. Journal of Contemporary China, 10 (26), 107-124.

ŞANGAY, HONG KONG, SİNGAPUR, JAPONYA VE GÜNEY KORE’NİN ÖĞRETMEN YETİŞTİRME SİSTEMLERİ’NİN İNCELENMESİ

Yıl 2015, Cilt: 3 Sayı: 2, 26 - 43, 30.12.2015

Öz

Ülkelerin geleceklerinin inşa edilmesinde eğitimin, eğitimin inşa edilmesinde ise öğretmenlerin önemi inkar edilemez. Öğretmen, eğitim-öğretim sürecinin en önemli unsuru olmakla beraber nitelikli bir eğitim-öğretim süreci, nitelikli öğretmenlerle oluşturulabilir. Bu açıdan öğretmen yetiştirme programları gittikçe önem kazanmaktadır. Eğitimin kalitesini belirleyen en önemli ve en dinamik unsuru olan öğretmenin öğrenci başarısı üzerinde de en fazla etkisi olduğu çeşitli araştırmalarda ortaya konulmuştur. Öğretmenin eğitim-öğretimin kalitesi ve öğrenci başarısı üzerindeki rolü öğretmen yetiştirme programlarından geçmektedir. Bu araştırmada PISA 2012 ve TIMMS 2011 sonuç raporlarında en başarılı ülkeler kategorisinde yer alan Çin-Şangay, Çin-Hong Kong, Singapur, Japonya ve Güney Kore’nin öğretmen yetiştirme sistemleri karşılaştırmalı olarak değerlendirilmesi amaçlanmıştır. Ayrıca bu ülkeler Asya ülkeleri içerisinde güçlü ekonomiye sahip ülkelerdir. Son yıllarda da ilgili ülkelerin eğitim alanında önemli sıçramalar yapması bu ülkelerdeki öğretmen yetiştirme sistemlerini merak konusu haline getirmiştir. Yapılan çalışma ise tarama modelinde betimsel bir çalışmadır. Bu çalışmada karşılaştırma yöntemlerinden yatay yaklaşım kullanılmıştır. Verilerin toplanması aşamasında; Çin-Şangay, Çin- Hong Kong, Singapur, Japonya ve Güney Kore’de uygulanmakta olan öğretmen yetiştirmeyle sistemleriyle ilgili kitap, dergi, makale ve elektronik sayfalardan yararlanılmıştır. Araştırmada elde edilen veriler araştırmanın amaçları doğrultusunda belirlenen kriterlere göre betimsel analiz yaklaşımı kullanılarak çözümlenmiştir. Özellikle eğitimde başarılı olmuş bu ülkelerde öğretmen yetiştiren kurumlar ve bu kurumların özellikleri, öğretmen yetiştiren kurumlara öğrencilerin seçilme kriterleri, öğretmenlik mesleğine atanma koşulları, öğretmenlerin mesleki gelişimleri konusunda ne tür uygulamalar yapıldığı, öğretmenlerin ekonomik ve sosyal durumları detaylıca analiz edilmiştir. Analizler sonucunda bu ülkelerde öğretmen adaylarının farklı türde isimler altında öğretmen yetiştirme kurumlarında yetiştirildikleri, öğretmen adaylarının fakültelere seçiminde ulusal sınavların yanında belirli kriterlerde komposizyon yazma, yetenek, tutum, kişilik testleri ve bireysel mülakat gibi sınavların uygulandığı belirlenmiştir. Mesleki gelişim açısından ise öğretmenlere yoğun bir uygulama eğitimi verildiği ve mesleki gelişim kurslarının öğretmenlerin kıdem, maaş ve terfisinde önemli etkileri olduğu tespit edilmiştir. Ayrıca bu ülkelerde öğretmenlerin sosyal ve ekonomik durumlarının OECD ülkelerinin ortalamasının çok üstünde olduğu ve bu yüzden bu ülkelerde öğretmenlik mesleğinin statüsünün diğer mesleklere kıyasla yüksek olduğu belirlenmiştir.

Kaynakça

  • A Teacher Education Model for the 21st Century. A Report by the National Institute of Education, Singapore (2013) http://www.nie.edu.sg/files/TE21%20online%20version%20-%20updated.pdf 7 Ocak 2015 tarihinde alınmıştır.
  • Akyüz, Y. (2012). Türk Eğitim Tarihi: M.Ö. 1000- M.S. 2012 (Genişletilmiş sekizinci basım). Ankara: Pegem Yayınevi
  • Chong, S. and Ho, P. (2009). “Quality teaching and learning: a quality assurance framework for initial teacher preparation programs.” International Journal of Management in Education 3, no. 3/4. (PDF)
  • Darling-Hammond, L., & Youngs, P. (2002). Defining ‘highly qualified teachers’: What does ‘scientifically-based research’ actually tell us? Educational Researcher, 31, 13–25.
  • Day, C., Day, S. P., Qing, K., & Stobart, G. (2009). Committed for life? variations in teachers’ work, lives and effectiveness. In M. Bayer (Ed.), Teachers’ career trajectories and work lives (pp. 49–70). Dordrecht: Springer.
  • Duman , T. (2009). Türkiye’de Öğretmen Yetiştirme ve Sorunları. Türk Yurdu, 29 (61), 32-35
  • Einsiedler, W. (1997). Teaching quality and performance development: Litterature overview. In F. E. Weinert & A. Helmke (Eds.), Development in basic school age (pp. 225–240). Hemsbach: Beltz.
  • Gao, X. ve Tren T. J. (2009) Understanding mainland Chinese students' motivations for choosing teacher education programmes in Hong Kong, Journal of Education for Teaching: International research and pedagogy, 35:2, 145-159
  • Ingersoll, R. (2007). A comparisive study of teacher preparation and qualifications in six nations. Philadelphia: Consortium for Policy Research in Education
  • Jens Rasmussen & Martin Bayer (2014) Comparative study of teaching content in teacher education programmes in Canada, Denmark, Finland and Singapore, Journal of Curriculum Studies, 46:6, 798-818,
  • Karagözoğlu, Galip; Hüsnü Arıcı; Sudi Bülbül; Nazım Çoker.(1995) “Türkiye’de Öğretmen Eğitim Politikaları ve Modelleri” Avrupa Konseyi Ülkeleri Öğretmen Yetiştirme Politikaları ve Modelleri Toplantısı Milli Eğitim Basımevi Yayın No: 3 Ankara
  • Katyal, K. (2010). 0 Educating teachers in Hong Kong for leadership in the age of the
  • internet: a re-conceptualisation Asia-Pacific Journal of Teacher Education Vol. 38, No. 4, November 2010, 273–284
  • Khoh, S. ve Teo. L, (2002) Pre-service preparation of mathematics teachers in the Singapore education system, International Journal of Educational Research 37 (2002) 131–143
  • Kim., E. (2007). The quality and qualifications of the teaching force in the republic of Korea. In R. M. Ingersoll (Ed.), A Comparative Study of Teacher Preparation and Qualifications in Six Nations.
  • Low, E.L. (2012). Pisa: Lessons for and fromSingapore http://www.nie.edu.sg/files/oer/CJ-Koh-2_Schleicher_PISA.pdf sitesinden 7 Ocak 2015 tarihinde alınmıştır.
  • Low ve Joseph ( 2011). Paving the Fourth way: The Singapore Story
  • MOE (Ministry of Education Singapore). (2014). Speeches. http://www.moe.gov.sg/media/speeches/2014/ 05/26/opening-address-by-mr-heng-swee-keat-at-the-2014-international-association-foreducational- assessment-conference.php adresinden 24.01.15 tarihinde erişilmiştir.
  • MEXT (Ministry of Education, Culture, Sports, Science and Technology). (2009). FY 2009 White Paper.
  • NCEE (National Centre for Entrepreneurship in Education) (2015). “South Korea: intructional Systems” http://www.ncee.org/programs-affiliates/center-on-international-education-benchmarking/top-performing-countries/south-korea-overview/ sitesinden 2 Ocak 2015 tarihinde alınmıştır
  • NCEE (National Centre for Entrepreneurship in Education) (2015). “Shangai: intructional Systems”http://www.ncee.org/programs-affiliates/center-on-international-education-benchmarking/top-performing-countries/shangai-overview/ sitesinden 2 Ocak 2015 tarihinde alınmıĢtır
  • NCEE (National Centre for Entrepreneurship in Education) (2015). “Hong Kong: Teacher and Principal Quality” http://www.ncee.org/programs-affiliates/center-on-international-education-benchmarking/top-performing-countries/hong kong-overview/ sitesinden 2 Ocak 2015 tarihinde alınmıştır
  • NCEE (National Centre for Entrepreneurship in Education) (2015). “Japan: Teacher and Principal Quality” http://www.ncee.org/programs-affiliates/center-on-international-education-benchmarking/top-performing-countries/japan-overview/ sitesinden 2 Ocak 2015 tarihinde alınmıştır.
  • NCEE (National Centre for Entrepreneurship in Education) (2015). “Singapore: Teacher and Principal Quality” http://www.ncee.org/programs-affiliates/center-on-international-education-benchmarking/top-performing-countries/singapore-overview/ sitesinden 2 Ocak 2015 tarihinde alınmıştır.
  • OECD (2005). Teachers matter: Attracting, developing and retaining effective teachers.
  • Retrieved from http://www.oecd.org/dataoecd/39/47/34990905.pdf
  • OECD (2012), Lessons from PISA for Japan, Strong Performers and Successful Reformers in Education, OECD Publishing
  • OECD, 2013. Teachers' salaries, OECD Publishing
  • Press Release on New Teacher Capacity Building Policy, September 23, 2014 http://www.moe.gov.sg/media/press/2014/09/growing-our-teachers-building-our-nation.php7 Ocak 2015 tarihinde alınmıştır.
  • Quong, T.. (2011). “An Analysis of Education Reform at the School Level in Hong Kong.”
  • Sclafani, S. (2010). Teacher Compensation Around the Globe. http://pdk.sagepub.com/content/91/8/38.full.pdf+html 7 Ocak 2015 tarihinde alınmıştır.
  • Sclafani, S. (2008). “Rethinking Human Capital in Education: Singapore as a Model for Teacher Development.” Washington, D.C.: Aspen Institute, 2008. www.aspeninstitute.org/policywork/ education-society/program-publications
  • The Education Bureau Press Release, “Education Bureau launches professional development programmes,” Jul. 8, 2011
  • The Education Bureau Press Release, “International study ranks Hong Kong students’ digital reading literacy among the world’s best,” Jun. 28, 2011 http://www.edb.gov.hk/en/edu-system/primary-secondary/spa-systems/primary-1-admission/index.html sitesinden 7 Ocak 2015 tarihinde alınmıştır.
  • TÜSİAD (2013). Okulda Üniversite: Türkiye’de Öğretmen eğitimini YenidenYapılandırmak İçin bir Model Önerisi
  • Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement
  • gains: A review. Review of Educational Research, 73, 89–122.
  • Weinert, F. E. & Helmke, A. (1997).Theoretical earnings and practical use of the scholastic study for development in basic school age. In F. E. Weinert & A. Helmke (Eds.), Development in basic school age Weinheim: Psychologie Verlags Union
  • Weinert, F. E., Schrader, F.-W., & Helmke, A. (1990). Teaching Expertise – a concept to reduce the gap between two theoretical paradigms. In Professional knowledge and professionalization: Braunschweiger Studies on Education and Social Work Science Vol. 28, pp. 173–206.
  • World Bank. (2013). China 2030: Building a Modern, Harmonious, and Creative Society.
  • Yasuyuki, I. (2004). Recent Trends on Teacher Education Reform in Japan 2004/10/23 at Capital Normal University, Beijing China
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara : Seçkin Yayınevi
  • Zhu, X ve Han, X. (2006). Reconstruction of the teacher education system in china. Journal of Contemporary China, 10 (26), 107-124.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Şenol Orakçı

Yayımlanma Tarihi 30 Aralık 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 3 Sayı: 2

Kaynak Göster

APA Orakçı, Ş. (2015). ŞANGAY, HONG KONG, SİNGAPUR, JAPONYA VE GÜNEY KORE’NİN ÖĞRETMEN YETİŞTİRME SİSTEMLERİ’NİN İNCELENMESİ. Asian Journal of Instruction (E-AJI), 3(2), 26-43.

ASYA ÖĞRETİM DERGİSİ (E-AJI)

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