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Üniversitelerde genel kültürel eğitim genellikle uluslararası literatürde genel eğitim general education , çekirdek müfredat core curriculum veya liberal eğitim liberal education gibi kavramlarla ifade edilir ve çok kapsamlı bir içeriğe sahiptir. Genel kültür derslerinin en önemli amaçlarından biri, bölümün bilimsel derslerine geçmeden önce iyi bir temel oluşturmak için gerekli becerileri sağlamaktır. Bu beceriler arasında yazılı ve sözlü iletişim, bilgisayar ve bilgi teknolojileri ve matematiksel düşünme yer alır. Genel kültür eğitiminin ikinci temel amacı öğrencilerin zihinlerini yeni akademik çalışma alanlarına açmaktır. Bu da disiplinlerarası ve özgür bir müfredat ile sağlanabilir. Çalışmanın temel amacı, Türkiye'de uygulanan öğretmen yetiştirme programlarındaki genel kültürel eğitimi tarihsel bir bakış açısı ve uluslararası literatür ile değerlendirmektir. Araştırmada nitel araştırma yaklaşımlarından doküman analiz yöntemi kullanılmıştır. Araştırmanın temel veri kaynağı 1980 sonrası Yükseköğretim Kurulu tarafından geliştirilen eğitim fakülteleri lisans programları ve ders içerikleridir. Bu bağlamda 1983, 1998, 2006, 2013, 2017 ve 2018 lisans programları incelenmiştir. Dokümanlardan elde edilen veriler içerik analizi tekniği ile analiz edilmiştir. Türkiye’de eğitim fakültelerinin lisans programlarının güncellenmesi süreçlerinde akademik alan bilgisi ve öğretmenlik meslek bilgisi ile beraber öğretmen yetiştirmenin üç temel ayağından birini oluşturan genel kültür bilgisi en fazla ihmal edilen alan olagelmiştir. Mesleğinde başarılı bir öğretmenin yeterli bir genel kültür bilgisine sahip olması gerektiği çok çeşitli akademik çalışmalarda sürekli dile getirilmesine rağmen nasıl bir genel kültür eğitiminin verilmesi gerektiği konusu yeterince belirgin hale getirilememiştir. Ortaya konulan bulgular arasında; 1 Türkiye’de genelde üniversitelerde, özelde ise eğitim fakültelerindeki genel kültür dersleri temel bilgi ve becerileri kazandırmak için yeterli değildir. 2 Genel kültür dersleri çoğunlukla teorik derslerdir, uygulama derslerine yeterince yer verilmemiştir. 3 Genel kültür derslerinin yönetiminde çok başlılık söz konusudur ve koordinasyon sorunları yaşanmaktadır. 4 Genel kültür dersleri disiplinler arası yaklaşıma yeterince uygun değildir. Çalışmadan elde edilen bulgular ilgili literatür ile tartışılmış ve bazı öneriler geliştirilmiştir. Özellikle üniversitelerdeki genel kültür derslerinin öğretimi ile ilgili akademik çalışmaların artırılması önerilmektedir.
In universities, general cultural education is usually expressed in general education in international literature, the core curriculum or liberal education is expressed in concepts such as general education, and has a very comprehensive content. One of the most important objectives of general culture courses is to provide the necessary skills to create a good foundation before passing to the department’s scientific courses. These skills include written and verbal communication, computer and information technologies and mathematical thinking. The second main objective of general cultural education is to open students’ minds to new academic fields of study. This can also be achieved by an interdisciplinary and free curriculum. The main objective of the study is to evaluate the general cultural education in teachers’ training programs applied in Turkey with a historical perspective and international literature. In research, the method of document analysis was used from the quality research approaches. The main source of data of the research is the Bachelor's programs and curriculum content of the educational faculty developed by the Higher Education Council after 1980. In this context 1983, 1998, 2006, 2013, 2017 and 2018 bachelor’s programs have been studied. The data obtained from the documents were analyzed using the content analysis technique. In the process of updating the bachelor’s programs of educational faculty in Turkey, the knowledge of the academic field and the teaching profession knowledge, together with one of the three basic steps of teaching education, the general cultural knowledge, the most ignored field has been the subject. Despite the continuous expression of a variety of academic studies in which a successful teacher in his profession should have sufficient general cultural knowledge, the subject of how a general cultural education should be given has not been made sufficiently clear. Among the findings revealed; 1 in Turkey generally in universities, and in particular in educational faculty, general cultural courses are not sufficient to acquire basic knowledge and skills. 2 General culture courses are mostly theoretical courses, not given enough place to the practical courses. In the management of 3 general cultural courses, many topics are discussed and coordination problems are experienced. 4 General cultural courses are not sufficiently suitable for interdisciplinary approach. The findings obtained from the study were discussed with the relevant literature and some recommendations were developed. It is recommended to increase academic studies related to the teaching of general cultural courses in universities in particular.
General cultural education in universities is generally expressed in the international literature by concepts such as general education, core curriculum or liberal education and has a very comprehensive content. One of the most important aims of general culture courses is to provide the necessary skills to form a good foundation before moving on to the department's scientific courses. These skills include written and oral communication, computer and information technologies, and mathematical thinking. The second main purpose of general culture education is to open up students' minds to new academic study areas. This can be achieved through an interdisciplinary and free curriculum. The main objective of the study was to assess the general cultural education in teacher education programs implemented in Turkey through a historical perspective and international literature. In the research, document analysis method which is one of the qualitative research approaches was used. The main data source of the research was the teaching undergraduate programs and course contents developed by the Higher Education Council after 1980. In this context, 1983, 1998, 2006, 2013, 2017 and 2018 teaching undergraduate programs were examined. The data obtained from the documents were analyzed by content analysis technique. The findings obtained from these sub-themes were discussed by means of the relevant literature and field-specific evaluations were made. One of the most important reasons for the updates in the undergraduate programs of faculties of education was the fact that general culture education was ignored. The most important innovation made in 1998 programs is the addition of compulsory general culture courses in the 1982 program in addition to some elective general culture courses. After 1998, a program update was made again in 2006. In this update, increasing the number of general culture courses to 9 can be considered as one of the most positive decisions of the program development activities conducted in 2006.The undergraduate programs of the faculties of education were last updated in 2018. As of the third semester of undergraduate programs, elective courses have been added to each semester. In addition, common vocational knowledge courses as well as common general culture elective pools were established for all programs. General cultural education should be reorganized within the framework of concepts such as general education, core curriculum or liberal education as in developed countries. Multidimensionality in the management of general culture courses should be eliminated and coordinated from a center. Practical courses should be included more in general culture courses than theoretical courses. General culture courses should be re-evaluated according to the interdisciplinary approach. General culture courses should be determined and updated by taking into account the different student trends, interests and needs of the students. For this reason, courses should be established as elective courses. Academic studies on general culture education should be increased in teacher training and especially in the context of higher education
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Ulusal
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