The European Educational Researcher

Determining the Opinions of Classroom Teachers and Classroom Teacher Candidates Regarding the Education They Received Before Service

Yaşar Çelik 1 *
1 Ondokuz Mayis University * Corresponding Author
Download PDF
The European Educational Researcher, Volume 5, Issue 2, June 2022, pp. 149-176
OPEN ACCESS VIEWS: 1451 DOWNLOADS: 675 Publication date: 15 May 2022
ABSTRACT
In this study, it is aimed to reveal the contributions of the educational activities carried out in the primary school teaching undergraduate program in preparation for the profession, the problems encountered and potential solution. ‎This research is a qualitative study based on case study design. An easily accessible sampling technique was used in determining the cohortof the study. The working group consists of classroom teachers who work in official primary schools affiliated to the Ministry of National Education and students who study in classroom teaching in the 4th grade in the spring semester of the 2019-2020 academic year. 21 teachers and 36 teacher candidates participated in the study. The research data were obtained using a semi-structured interview form. Descriptive analysis was used in   dataprocessing. In the research, it was concluded that the practices in classes and schools, extracurricular activities, studies for using instructional technologies, knowledge and skills about school-family cooperation and school management are not sufficient in terms of popularizing and practicing the profession. Based on these results, suggestions were made to choose teachers from among those who like the profession, to include more applied studies in terms of gaining skills, to use teaching technologies more in faculties, to increase the number and duration of school applications.
KEYWORDS
Classroom teacher, teacher candidate, pre-service teacher education
CITATION (APA)
Çelik, Y. (2022). Determining the Opinions of Classroom Teachers and Classroom Teacher Candidates Regarding the Education They Received Before Service. The European Educational Researcher, 5(2), 149-176. https://doi.org/10.31757/euer.522
REFERENCES
  1. Akdoğdu, E. & Uşun, S. (2017). Valuation of the classroom teaching undergraduate program with the context, input, process and product (CIPP) model in line with the opinions of pre-service teachers. Elementary Education Online, 16(2), 826-847. https://doi.org/10.17051/ilkonline.2017.304738
  2. Aksoy, N. (2008). Education in multigrade classrooms: A research based on the views of young and inexperienced teachers. Education Science Society Journal,6(21).
  3. Bağcı, E. (2014). Evaluation of the education faculty classroom teaching program according to stakeholder views. (Unpublished Master Thesis). Kilis 7 Aralik University.
  4. Başbay, M., Ünver, G. & Bümen, N. T. (2009). Attitudes of secondary education non-thesis master's students towards the teaching profession: A longitudinal study. Educational Management in Theory and Practice, 15(59), 345-366.
  5. Camelia, S. & Elisabeta, P. M. (2013). Initial teacher training in Romania-a critical view. 5th International Conference EDU-WORLD 2012- Education Facing Contemporary World Issues. Procedia - Social and Behavioral Sciences 76, 780-784.
  6. Çoban, A. (2011). Evaluation of the classroom teaching undergraduate program. Journal of Dicle University Ziya Gökalp Faculty of Education,16, 28-45.
  7. Dilshad, R. M. (2010). Assessing quality of teacher education: A student perspective. Pakistan Journal of Social Sciences, 30(1), 85-97.
  8. Durdukoca, Ş.F. & Ege, İ. (2016). Evaluation of the undergraduate teaching program according to the opinions of the novice teachers, International Periodical For The Languages, Literature And History Of Turkish Or Turkic,11(3), 1131-1148.
  9. Eisner, E. W. (1998). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Prentice Hall.
  10. Elma, C. (2013). The problems faced by teachers working in multi-class schools in the management and education process. Firat University Journal of Social Sciences,23(1). 75-87.
  11. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1012-1055.
  12. Gökalp, M. (2021) Teaching Principles and Methods, Pegem Publishing, 5th Edition, Ankara
  13. Gökalp, M. (2018). Curriculum Development and Evaluation in Education, Nobel Publications 1st Edition, Ankara.
  14. Goodwin, A. L. & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development, 17(3), 334-346. http://dx.doi.org/10.1080/13664530.2013.813766.
  15. İzci, E. (2008). Opinions of primary education department classroom teaching program students on teaching in multigrade classes. Electronic Journal of Social Sciences,7(25), 111-122.
  16. Jamil, H. (2014). Teacher is matter for education quality: A transformation of policy for enhancing the teaching profession in Malaysia. Journal of International Cooperation in Education, 16(2), 181-196.
  17. Johnson, M. G. & Howell, A. (2005). Change in preservice teacher attitudes toward contemporary issues in education (ED490725). ERIC. https://files.eric.ed.gov/fulltext/ED490725.pdf
  18. Kılıç, A. & Acat, A. B. (2007). The necessity and effectiveness of the courses in teacher training programs according to the perceptions of teacher candidates. Journal of Social Sciences,17, 21-37.
  19. Kilimci, S. (2006). Comparison of classroom teacher training programs in Germany, France, England and Turkey (Unpublished doctoral thesis). Adana: Çukurova University Institute of Social Sciences, Department of Educational Sciences.
  20. Knight, P., Tait, J. & Yorke, M. (2006). The Professional learning of teachers in higher education. Studies in Higher Education, 31(3), 319-339.
  21. Küçükahmet, L. (1984). Models and Problems Applied in the Training of Instructors at the Undergraduate Level (Approach to Follow-Up Graduates) Educational Sciences Symposium 5-6 April 1984:38, Ankara University Publication No: 136.
  22. Menon, M. (2007). Distance Education Inputs in Decentralised Teacher Development. In T. K. S. Lakshmi, K. Rama & J. Hendrikz (Eds.), An anthology of “best practices” in teacher education (pp. 160-165). National Assessment and Accreditation Council (NAAC).
  23. MEB. (2017). General competencies of the Teaching Profession. General Directorate of Teacher Training and Development: Ankara.
  24. Oktar, İ. & Bulduk, S. (1999). Evaluation of the behaviors of teachers working in secondary education institutions. Journal of National Education,142, 66-69.
  25. Öner, M. & Karadağ-Yılmaz, R. (2019). Opinions of pre-service teachers and instructors on increasing the quality of primary school teacher education. Trakya Journal of Education,9(4), 847-868.
  26. Özben, K. (1997). Problems encountered in the unified classroom implementation. (Unpublished master's thesis). Denizli: Pamukkale University Institute of Social Sciences.
  27. Özmantar, Z. K. & Civelek, Ş. (2017). Principal-authorized teaching practice from the perspective of classroom teachers and prospective classroom teachers, Mersin University Journal of Education Faculty,13(1), 323-347. http://dx.doi.org/10.17860/mersinefd.306016
  28. Kılıç Özmen, Z. (2019). 2018 Evaluation of the classroom teaching undergraduate program.Anadolu Journal of Educational Sciences International, 9(2), 521-548.
  29. Özçelik, D. A. (1992). Educational programs and teaching, OSYM Publications:Ankara.
  30. Palavan, Ö. & Göçer, V. (2017). Problems faced by classroom teachers in multi-class classrooms (Malatya province example). Kırıkkale University Journal of Social Sciences,7(2), 69-96.
  31. Patton, M. Q. (2005). Qualitative research. New York: John Wiley & Sons, Ltd.
  32. Robert, A., Latturati, M. & Penninckx, J. (1999). L’enseignement des mathématiques au lycée: un point de vue didactique. Paris: Ellipses.
  33. Senemoğlu, N. & Özçelik, D. A. (1989). The effectiveness of science-literature and education faculties in terms of gaining "teaching knowledge" to teacher candidates. Journal of Contemporary Education,142, 18-21.
  34. Senemoğlu, N. (1994). The classroom teacher is not the person who conveys the information, but the person who teaches the ways to reach the information. MPM Key Efficiency in Development, 81. (Talk of the Month).
  35. Sezer, R. (2010). nalysis of professional needs of multi-class teachers. (Unpublished master's thesis). Burdur: Mehmet Akif Ersoy University Social Sciences Institute.
  36. Sezgin, İ. (2002). Developments and problems in teacher education. Contemporary Education,293, 6-8.
  37. Stake, R. E. (2000). Program evaluation, particularly responsive evaluation. In D. L. Stufflebeam, G. F. Madaus ve T. Kelleghan (Eds.), Evaluation Models (pp. 341-362). Boston: Kluwer Academic Publishers.
  38. Şahin, Ç. & Kartal, O. Y. (2013). Opinions of prospective classroom teachers about the classroom teacher training program, Uşak University Journal of Social Sciences,6(1), 164-179.
  39. Taş, İ. D., Kunduroğlu Akar, T. & Kıroğlu, E. (2017). Evaluation of the classroom teaching undergraduate program in line with the opinions of faculty members and teacher candidates. Journal of Higher Education and Science.7(3), 578-592.
  40. Topal, T., Aksu, H. H. & Karadeniz, M. (2011). Evaluation of the classroom teaching undergraduate program in terms of content according to the opinions of pre-service teachers. I. International Education Programs and Instruction Congress, Anadolu University.
  41. Turhan, M., Demirli, C. & Nazik, G. (2012). Factors affecting the level of dedication to the profession of classroom teachers: The case of Elazig. Istanbul Commerce University Journal of Social Sciences, 11(21), 179-192.
  42. Tüzel-İşeri, E., Kahraman, H. & Karadağ, N. (2019). Attitudes of primary school teacher candidates towards the teaching profession. OPUS–International Journal of Society Studies, 13(19), 682-705. https://doi.org/10.26466/opus.567283
  43. Ün-Açıkgöz, K. (2008). Active learning. 10th ed. İzmir: Education World Publications.Vogt, W. P., Gardner, D. C. & Haeffele, L. M. (2012). When to use what research design. New York: Guilford Press.
  44. Vural, L. (2007). Program evaluation of the teachers who graduated from Trakya University, Faculty of Education, Classroom Teaching. Trakya University Journal of Social Sciences,9(1), 80-9680.
  45. Yavuzer, Y., Dikici, A., Çalışkan, M. & Aytekin, H. (2006). Views of primary school graduates on the level of benefiting from teacher training programs. Çukurova University Journal of Education Faculty, 3(32), 35-41.
  46. Yıldırım, A. & Şimsek, H. (2011). Qualitative research methods in the social sciences (8th ed.). Ankara: Seçkin Publishing House.
  47. Yılmaz, E. & Kural, V. (2018). Evaluation of the opinions of primary school teachers about the lessons given in primary school teaching departments. Bartın University Journal of Educational Research, 2(2), 23-29.
  48. Yılmaz, A. & diğerleri. (2017). eacher training and employment in Turkey: current situation and recommendations. On April 4, 2021 http://www.egitim.hacettepe.edu.tr/belge/OgretmenEgitimi-istihdam_Raporu.pdf.
  49. Yin, R. K. (2003). Case study research: Design and methods (3th ed.). London: Sage Publications.
  50. YÖK. (1998). Education faculty teacher training undergraduate programs.YÖK. Ankara.
  51. YÖK. (2018). Teacher training undergraduate programs. On 19 April 2021 https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistir-Lisans Programs/AA_Sunus_%20Onsoz_Uygulama_Yonergesi.pdf
  52. Yükseköğretim Kurulu Başkanlığı. (2006). Description of the New Programs to be Implemented in Education Faculties. On 19 April 2021 http://www.yok.gov.tr/egitim/ogretmen/ aciklama_ program.doc2023 Eğitim
LICENSE
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.