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Araştırmada, Türkiye ile bazı ülkelerin öğretmen yetiştirme, eğitim yönetimi ve denetimi sistemleri karşılaştırılmıştır. Araştırılan ülkeler Endonezya, Estonya, Yeni Zelanda, ve Yunanistan’dır. Bu ülkeler 2015 PISA sınavı sonuçlarına göre seçilmişlerdir. Araştırma kapsamında PISA olarak kısaltılan, Uluslararası Öğrenci Değerlendirme Programı 2015 sınavı sonucunda ilk sıralarda yer alan Estonya ve Yeni Zelanda ile son sıralarda yer alan Yunanistan ve Endonezya ülkeleri seçilmiştir. Araştırma sonucunda Estonya hariç diğer ülkelerde öğretmenlerin lisans mezunu oldukları, Estonya’da ise yüksek lisans mezunu oldukları görülmektedir. Yeni Zelanda ve Estonya’da okul müdürleri öğretmenlerini kendileri seçebiliyorken; Türkiye, Yunanistan ve Endonezya’da merkezi bir seçimin olduğu görülmektedir. Beş ülkenin Endonezya hariç hepsinde merkezi yönetimin var olduğu görülmektedir. Türkiye, Yunanistan ve Endonezya’da yöneticiler merkezden yapılan bir sınavla atanırken; Estonya ve Yeni Zelanda’da yerel yönetimlerin aktif olduğu görülmektedir. Türkiye, Estonya ve Endonezya’da öğretmen denetiminden okul müdürleri sorumlu iken; Yeni Zelanda’da Okul Mütevelli Birliği, Yunanistan’da ise okul müdürleri ile birlikte okul danışmanları sorumludurlar.
The study compared the teachers’ training, education management and supervision systems of Turkey and some countries. The countries studied are Indonesia, Estonia, New Zealand, and Greece. These countries were selected according to the 2015 PISA exam results. In the framework of the study, the PISA, the International Student Assessment Programme 2015 examination resulted in Estonia and New Zealand, and Greece and Indonesia, the countries that were ranked first. The study found that teachers in other countries except Estonia were graduates, while in Estonia they were graduates. In New Zealand and Estonia, school managers can choose their teachers themselves; it seems that there is a central choice in Turkey, Greece and Indonesia. It is believed that all five countries, except Indonesia, have central governments. In Turkey, Greece and Indonesia, managers are appointed by an examination from the center; in Estonia and New Zealand, local governments are active. In Turkey, Estonia and Indonesia, school managers are responsible for teachers’ control; in New Zealand, school managers are responsible for the Association and in Greece, school managers are responsible for school counselors.
In this research, teacher training, educational administration and supervision systems of some countries with Turkey were compared. The investigated countries are Indonesia, Estonia, New Zealand and Greece. These countries were selected according to their PISA results. Within this research, with the results of Programme for International Student Assessment which is shortened as PISA, two of the top countries Estonia and New Zealand; two of the last countries Greece and Indonesia were selected. It is seen that in the countries, except Estonia, teachers have at least bachelor's degree; however in Estonia they have at least master's degree. While school principals in New Zealand and Estonia have the right to select the teachers on their own, there seems to be a central selection in Turkey, Greece and Indonesia. Except Indonesia, the other countries have relatively more centralized management structure. In Indonesia, there is a decentralized structure. While administrators are selected according to the results of a central exam in Turkey, Greece and Indonesia, it is seen that local authorities are active in Estonia and New Zealand. While school principals are responsible for teacher supervision in Turkey, Estonia and Indonesia, in New Zealand school trustee union and in Greece school counselors together with school principals are responsible for it.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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