Suchergebnisse

The history of teaching profession dates back to ancient times and educating qualified teachers has always been seen as an important issue in all communities and ages. Qualified teachers have been said to affect the succes in the education systems to a great extent. Moreover, the subject of educating qualified teachers has a relation with the quality of the teacher training programs. In this context, examining the system and process of teacher education and restoration of the current system in accordance with the needs of our age can be said to have a vital importance. For these reasons, the aim of this study is to investigate the the instructors views on curriculum and student admission, training and graduation systems of the teacher training institutions in Turkey. By this way, existing problems of these institutions can be identified and some suggesstions cen be provided. With this aim, the researchers interviewed with 15 instructors working in Ziya Gökalp Education Faculty in Dicle University in the teaching and learning year of 2014-2015 and whose study field is especially on educational sciences. The descriptive analysis was used in order to analyze the data obtained from the interviews with instructors. The results of the analysis showed that the instructors are of the opinions that by taking the central exams as the only criteria for accepting students to teacher training programs and assigning system for graduate teachers are not approppriate practices and these kinds of practices negatively affect the training process of these institutions. Moreover the instructors mentioned that training the candidate teachers with certificate of "teacher profession knowledge" is scientifically and pedagojically inapproppriate and this kind of implementation negatively affect the quality of the teachers. Finally, the instructors emphasized that there is a serious deficiency of planning process in teacher training politics in Turkey and this kind of deficiency of planning negatively affect the quality of the ...

The aim of this research is to examine the views of teachers, who take postgraduate education, regarding culturally responsive education. The research was carried out with 25 teachers who are from various branches and take postgraduate education in a big university in South-Eastern Anatolia Region of Turkey in spring semester of 2014-2015. The pattern of the research is case study of qualitative patterns. The views of teachers joined the research were taken via semi-structured open-ended questionary form. According to the findings of the research, they emphasize that the education process should be maintained considering the cultural values. Besides, they think that will serve to development of cognitive and affective characteristics of the individual and social peace and integration. Therefore they advise to develop teaching programs that quicken cultural diversity. Lastly, the most of teachers utter that they don't have enough self-sufficiency to give culturally responsive education. It is thought the reason is that teachers can't expose their potential due to the training teacher system and teaching programs are deprived of providing that kind of education. Consequently, the education system, with its all components, should be such as to provide needs of people from various cultures.