An Investigation of Student Teachers’ Views of the Teacher Education Models from the Angle of Different Teacher Education Programs
Abstract
The purpose of this research is to identify the views of student teachers’,
who are at the different teacher education programs, regarding the models of teacher
education which have been used in pre-service teacher education. Up to nowadays, three
teacher education models have been widely used: Competence-based, applied science, and
reflective. Survey method was used in the study in which the 352 participations of student
teachers’ views of the models were collected. These student teachers were at the programs
of Primary Teacher Education, Social Science Teacher Education, Science Teacher
Education, and Mathematics Teacher Education. The statistical processes on the data
indicated that there were different views on the reflective model by the student teachers at
different teacher education programs. These data are in line with the international
theoretical and research-based studies. The data are in favour of reflective model, in part,
because of the ways in which running the subjects at the programs for the student teachers,
and practising schools’ teaching experiences provided for them. Based on the data, it is
suggested that descriptive qualitative studies can be undertaken to seek an answer why
reflective model, which is meaningful to different programs, is favoured.
References
- Alexander, R. (1997). Policy and practice in primary education (2 nd edition). London & Routledge: Open University Pres.
- Atkinson, T. (2000). Learning to teach: Intuitive skills and reasoned objectivity. In T. Atkinson & G. Claxton (Eds.), The intuitive practitioner (pp. 69-83). Buckingham & Philadelphia: Open University Pres.
- Burchell, H. & Westmoreland, S. (1999). Relationship between competence-based education and student reflection on practice: A UK case study of initial teacher training. International Journal of Training and Development, 3 (2), 156-166.
- Büyüköztürk, . (2002). Sosyal bilimler için veri analizi el kitabı. (2. Baskı). Ankara: PegemA Yayıncılık.
- Collison, J. (1998). Mentoring: Realising the true potential of school-based ITE. In C. Richards, N. Simco & S. Twiselton (Eds.), Primary teacher education: High status? High standards (pp. 173-180). London: Falmer Press.
- Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D. C. Heath.
- Edwards, A. & Collison, J. (1996). Partnerships in school-based teacher training: A new vision? In R. McBride (Ed.), Teacher education policy (pp.49-619). London: Falmer Press.
- Ekiz, D. (2003a). An analysis of the content of ITE curriculum for the primary phase in Turkey: Theoretical underpinnings and practice. Kastamonu Eitim Dergisi, 11(1), 31-52.
- Ekiz, D. (2003b). Sınıf öretmeni adaylarının öretmen eitimindeki modeller hakkında düünceleri. Milli Eitim, 158, 146-160.
- Ekiz, D. (2003c). Eitimde aratırma yöntem ve metodlarına giri: Nitel, nicel ve eletirel kuram metodolojileri. Ankara: Anı Yayıncılık.
- Ekiz, D. (2003d). Öretmen adaylarının öretim elemanları ve dersler hakkında olumsuz algılarının tespit edilmesi: Etnografik bir aratırma. Eitim Aratırmaları, 4 (12), 91-103.
- Ekiz, D. (2006). Öretmen eitimi ve öretimde yaklaımlar, Ankara: Nobel Yayıncılık.
- Furlong, J., Barton, L., Miles, S., Whiting, C. & Whitty, G. (2000). Teacher education in transition: Re-forming professionalism? Buckingham & Philadelphia: Open University Press.
- Furlong, J., Whitty, G., Miles, S., Barton, L. & Barrett, E. (1996). From integration to partnership: Changing structures in initial teacher education. In: R. McBride (Ed.), Teacher education policy (pp. 22-35). London: Falmer Press.
- Laursen, P. F. (1996). Professionalism and the reflective approach to teaching. In M. Kompf, W. R. Bond, D. Dworet & R. T. Boak (Eds.), Changing research and practice: Teachers’ professionalism identities and knowledge. London & Washington: The Falmer Pres.
- Malikow, M. (2005). Are teachers born or made? The necessity of teacher training programs. National Forum of Teacher Education Journal-Electronic, 16 (3), 1-3.
- Menter, I., Brisard, E., & Smith, I. (2006). Making teachers in Britain: Professional knowledge for initial teacher education in England and Scotland. Educational Philosophy and Theory, 38 (3), 269-286.
- Moyles, J. Suschitsky, W & Chapman, L. (1999). Mentoring in primary schools: Ethos, structures and workloads. Journal of In-service Education, 25(1),161-172.
- Pollard, A. (2002). Reflective teaching. London: Continuum.
- Roberts, J. (1998). Language teacher education. London: Arnold.
- Schön, D. (1983). The reflective practitioner: How professional think in action. New York: Basic Books.
- Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey Bass.
- Senemolu, N. (2003). Türkiye’de sınıf öretmeni yetitirme uygulamaları, sorunlar, öneriler. SDÜ Burdur Eitim Fakültesi Dergisi, 5 (4), 154-193.
- Simko, N. (1998). Initial teacher education as the acquisition of technical skills for teaching: A panacea for the future. In C. Richards, N. Simco & S. Twiselton (Eds.), Primary Teacher Education: High status? High standards? (pp.118-127). London: Falmer Press.
- Smith, E. (1999). Ten years of competency-based training: The experience of accredited training providers in Australia. International Journal of Training and Development, 3 (2), 106-117.
- Wallace, M. (1991). Training foreign language teachers. Cambridge University Pres. Cambridge.
- YÖK& DÜNYA BANKASI (1998). Fakülte-okul ibirlii: Milli Eitimi gelitirme projesi hizmet öncesi öretmen eitimi, Ankara: YÖK.
Öğretmen Adaylarının Öğretmen Eğitimindeki Modeller Hakkında Görüşlerinin Farklı Programlar Açısından İncelenmesi
Abstract
Bu araştırmanın amacı, farklı programlar öğrenim gören öğretmen adaylarının öğretmen eğitiminde kullanılan öğretmen yetiştirme modelleri hakkındaki görüşlerini tespit etmektir. Günümüze kadar yaygın olarak kullanılan üç öğretmen yetiştirme modeli bulunmaktadır: Beceri modeli, uygulanabilir modeli. Tarama modeli ile yürütülen Araştırma Tarihçesi, Sınıf Öğretmenliği, Sosyal Bilgiler Öğretmenliği, Fen Bilgisi Öğretmenliği ve Matematik Öğretmenliği programlarından toplam 352 dördüncü sınıf öğretmen adayının katılımıyla sağladı. Elde'nin aldığı yapı istatistiksel hesaplamalar, farklı öğretmenlik programlarında 'yansıtma modeli' ile farklı görüşlerin gösterilir. Bu bulgular, konuyla ilgili uluslar arası çalışmalarla örtüşmektedir. Bulgular, görüş ayrılıkları. adaylarına verilen derslerin icrası biçimleri ile uygulama okullarında yürütülen derslerin öğretim programı laternamlerin öğretmen adaylarının değerlendirmesinde olumlu yönde gelişmelerin gösterirken. Bu sonuçlara göre, farklı öğretmenlik programlarla ilgili olarak daha ayrıntılı bilgi ver bunlara bağlı olarak nitel çalışmaların yapılması önerilebilir.
References
- Alexander, R. (1997). Policy and practice in primary education (2 nd edition). London & Routledge: Open University Pres.
- Atkinson, T. (2000). Learning to teach: Intuitive skills and reasoned objectivity. In T. Atkinson & G. Claxton (Eds.), The intuitive practitioner (pp. 69-83). Buckingham & Philadelphia: Open University Pres.
- Burchell, H. & Westmoreland, S. (1999). Relationship between competence-based education and student reflection on practice: A UK case study of initial teacher training. International Journal of Training and Development, 3 (2), 156-166.
- Büyüköztürk, . (2002). Sosyal bilimler için veri analizi el kitabı. (2. Baskı). Ankara: PegemA Yayıncılık.
- Collison, J. (1998). Mentoring: Realising the true potential of school-based ITE. In C. Richards, N. Simco & S. Twiselton (Eds.), Primary teacher education: High status? High standards (pp. 173-180). London: Falmer Press.
- Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D. C. Heath.
- Edwards, A. & Collison, J. (1996). Partnerships in school-based teacher training: A new vision? In R. McBride (Ed.), Teacher education policy (pp.49-619). London: Falmer Press.
- Ekiz, D. (2003a). An analysis of the content of ITE curriculum for the primary phase in Turkey: Theoretical underpinnings and practice. Kastamonu Eitim Dergisi, 11(1), 31-52.
- Ekiz, D. (2003b). Sınıf öretmeni adaylarının öretmen eitimindeki modeller hakkında düünceleri. Milli Eitim, 158, 146-160.
- Ekiz, D. (2003c). Eitimde aratırma yöntem ve metodlarına giri: Nitel, nicel ve eletirel kuram metodolojileri. Ankara: Anı Yayıncılık.
- Ekiz, D. (2003d). Öretmen adaylarının öretim elemanları ve dersler hakkında olumsuz algılarının tespit edilmesi: Etnografik bir aratırma. Eitim Aratırmaları, 4 (12), 91-103.
- Ekiz, D. (2006). Öretmen eitimi ve öretimde yaklaımlar, Ankara: Nobel Yayıncılık.
- Furlong, J., Barton, L., Miles, S., Whiting, C. & Whitty, G. (2000). Teacher education in transition: Re-forming professionalism? Buckingham & Philadelphia: Open University Press.
- Furlong, J., Whitty, G., Miles, S., Barton, L. & Barrett, E. (1996). From integration to partnership: Changing structures in initial teacher education. In: R. McBride (Ed.), Teacher education policy (pp. 22-35). London: Falmer Press.
- Laursen, P. F. (1996). Professionalism and the reflective approach to teaching. In M. Kompf, W. R. Bond, D. Dworet & R. T. Boak (Eds.), Changing research and practice: Teachers’ professionalism identities and knowledge. London & Washington: The Falmer Pres.
- Malikow, M. (2005). Are teachers born or made? The necessity of teacher training programs. National Forum of Teacher Education Journal-Electronic, 16 (3), 1-3.
- Menter, I., Brisard, E., & Smith, I. (2006). Making teachers in Britain: Professional knowledge for initial teacher education in England and Scotland. Educational Philosophy and Theory, 38 (3), 269-286.
- Moyles, J. Suschitsky, W & Chapman, L. (1999). Mentoring in primary schools: Ethos, structures and workloads. Journal of In-service Education, 25(1),161-172.
- Pollard, A. (2002). Reflective teaching. London: Continuum.
- Roberts, J. (1998). Language teacher education. London: Arnold.
- Schön, D. (1983). The reflective practitioner: How professional think in action. New York: Basic Books.
- Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey Bass.
- Senemolu, N. (2003). Türkiye’de sınıf öretmeni yetitirme uygulamaları, sorunlar, öneriler. SDÜ Burdur Eitim Fakültesi Dergisi, 5 (4), 154-193.
- Simko, N. (1998). Initial teacher education as the acquisition of technical skills for teaching: A panacea for the future. In C. Richards, N. Simco & S. Twiselton (Eds.), Primary Teacher Education: High status? High standards? (pp.118-127). London: Falmer Press.
- Smith, E. (1999). Ten years of competency-based training: The experience of accredited training providers in Australia. International Journal of Training and Development, 3 (2), 106-117.
- Wallace, M. (1991). Training foreign language teachers. Cambridge University Pres. Cambridge.
- YÖK& DÜNYA BANKASI (1998). Fakülte-okul ibirlii: Milli Eitimi gelitirme projesi hizmet öncesi öretmen eitimi, Ankara: YÖK.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | June 26, 2006 |
| Published in Issue | Year 2006 Volume: 5 Issue: 2 |