Atıf Sayısı
52
Görüntüleme
477
İndirme
130
Bu çalışma, Türkiye’deki öğretmen yetiştirme süreci ve uygulamaları ile Avrupa Birliği ülkeleri içerisinde güçlü ekonomiye sahip olan Almanya, Finlandiya, Fransa ve İngiltere’deki öğretmen yetiştirme sistemlerini karşılaştırmalı olarak incelemeyi amaçlamıştır. Bu ülkelerdeki öğretmen yetiştirme politikaları ve uygulamaları, eğitim programları, öğretmen yetiştiren kurumları, öğrencilerin öğretmen yetiştirme programlarına kabul koşulları, öğretim süreleri, öğretmenlik uygulamaları, öğretmenlik mesleğine atanma koşulları ve öğretmenlik mesleğinin statüleri incelenerek Türkiye’deki mevcut durumla karşılaştırılmış ve değerlendirmeler yapılmıştır. Bu sebeple, çalışmada betimsel tarama modeli kullanılmış ve araştırma verileri literatür taraması yapılarak elde edilmiştir. Verilerin toplanması aşamasında; Almanya, Finlandiya, Fransa, İngiltere ve Türkiye’de uygulanmakta olan öğretmen yetiştirmeyle sistemleriyle ilgili tez, kitap, dergi, makale gibi basılı bilimsel kaynaklardan yararlanılmıştır. Araştırmada elde edilen veriler araştırmanın amaçları doğrultusunda belirlenen kriterlere göre betimsel analiz yaklaşımı kullanılarak çözümlenmiştir. Çalışma sonucunda elde edilen bulgulara göre, Fransa ve Türkiye’nin öğretmen yetiştirme programlarında konu alanı bilgisi ve eğitimi ön plandayken; Almanya, İngiltere ve özellikle Finlandiya’da öğretmenlik uygulamalarının programın büyük bir kısmını oluşturduğu görülmüştür. Ülkelerdeki öğretmen yetiştiren kurumlara giriş ve mesleğe atanma koşullarının birbirinden farklı olduğu, staj ve uygulama açısından en az olanak sağlayan ülkenin Türkiye olduğu, en uzun eğitim süresinin öğretmen olabilmek için yüksek lisans bitirme şartı isteyen Finlandiya’da olduğu ve son olarak, incelenen ülkeler arasında en dikkat çeken ülkenin Finlandiya olduğu tespit edilmiştir.
The study aimed at comparing the teachers’ training process and practices in Turkey with the teachers’ training systems in Germany, Finland, France and the UK, which have a strong economy within the European Union countries. The teachers' education policies and practices in these countries, the educational programs, the teachers' education institutions, the conditions of admission of students to the teachers' education programs, the teaching periods, the teaching practices, the conditions of assignment to the teaching profession and the status of the teaching profession have been compared and evaluated with the current situation in Turkey. Therefore, the study used a visual scanning model and the research data was obtained by literary scanning. During the data collection stage; teachers training that is being applied in Germany, Finland, France, the UK and Turkey has been used from printed scientific resources such as the thesis, books, magazines, articles related to their systems. The data obtained in the research were analyzed using an image analysis approach according to the criteria determined in accordance with the research objectives. According to the findings obtained from the study, the knowledge and education of the subject field in the teaching programs of France and Turkey are in the forefront; teaching practices in Germany, England and especially Finland have shown to make up a large part of the program. It has been found that the conditions of entry and assignment to teachers in the institutions in the countries are different, that the country that provides the least possibilities in terms of internship and practice is Turkey, that the longest training period is in Finland, which requires the requirement for the completion of the master's degree to be a teacher, and, finally, that the country that attracts the most attention among the countries examined is Finland.
This study aims to analyze comparatively the teacher training processes and applications of Turkey and European Union countries such as Finland, France, Germany and England, which have strong economical power. The policies and applications of teacher training, teacher training institutions, the requirements of acceptance to the teacher training institutions, the study periods, the practice teaching, the assignment to teaching and the status of teaching profession in these countries are investigated and evaluated by comparing them with Turkey’s current situation. Therefore, descriptive survey model is used in this study and in this study and the research data is collected by literature review is applied. While collecting the data, printed academic sources such as thesis, books, journals, and articles about the teacher training systems in England, Finland, France, German, and Turkey 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. According to the findings obtained from this study, it is determined that teaching practice comprises the biggest part of the curriculum in Germany, England and especially in Finland, whereas knowledge and education of subject area is at the forefront in France and Turkey. It is also established in the study that entrance to the teacher training institutions and assignment requirements of the teaching professions changes from one county to the other, and the country which gives students the least chance for training periods and teaching practice is Turkey, whereas Finland, which lays down accomplishing masters degree as a condition in order to be a teacher, has the longest study period for teacher training and lastly, Finland is the most remarkable country from the point of teacher training among the analyzed countries.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
Makale Detay 
Atıf Yapanlar
Benzer Makaleler
PDF Görüntüle
Dergi Bilgisi
Eseri Dinleyin
Bu Sayfayı Yazdırın
Paylaş
Mendeley
