Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 5 Sayı: 2, 141 - 150, 01.03.2020
https://doi.org/10.24331/ijere.691323

Öz

Kaynakça

  • Abazaoğlu, İ., Yıldırım, O. ve Yıldızhan,Y. (2016). Geçmişten günümüze Türk eğitim sisteminde öğretmen yetiştirme. International Journal of Turkish Education Sciences, 4(6), 143-160. Akiba, M., LeTendre, G. K., and Scribner, J. P. (2007). Teacher quality, opportunity gap, and national achievement in 46 countries. Educational Researcher, 36(7), 369-387. Buldu, M. ( 2014). Öğretmen yeterlik düzeyi değerlendirmesi ve mesleki gelişim eğitimleri planlanması üzerine bir öneri. Millî Eğitim, 204(1), 114-134. Çelebi, N., Babaoğlan, E., Selçuk, G. and Peker, S. (2018). Performans değerlendirme formuna ilişkin öğretmen görüşleri. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 37(2), 211-233. Çelikten, M. Sanal, M., and Yeni, Y. (2005). Öğretmenlik mesleği ve özellikleri. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19(2), 207-237. Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44. MEB (2017). Öğretmen mesleği genel yeterlilikleri: Ankara: Öğretmen Yetiştirme Genel Müdürlüğü. MEB (2018). Uygulama öğrencilerinin Milli Eğitim Bakanlığı’na bağlı eğitim öğretim kurumlarında yapacakları öğretmenlik uygulamasına ilişkin yönerge. Tebliğler Dergisi, 81(2729), 1999-2012. Özer, B., and Gelen, İ. (2008). Öğretmenlik mesleği genel yeterliklerine sahip olma düzeyler hakkında öğretmen adayları ve öğretmenlerin görüşlerinin değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 39-55. Pehlivan, İ., Demirbaş, A., and Eroğlu, E. (2001). Öğretmenlerin performans değerlendirme modeli ve sicil raporları. Ankara: Millî Eğitim Bakanlığı Sabuncuoğlu, O. (2016). Öğretmen gözlemlemenin öğretmeyi öğrenmedeki yeri nedir: Öğretmenin kariyerinde fark yaratabilir mi? Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(1), 185-198. Selçuk, Z., Palancı, M., Kandemir, M., and Dündar, H. (2014). Eğitim ve Bilim dergisinde yayınlanan araştırmaların eğilimleri: İçerik analizi. Eğitim ve Bilim, 39(173), 430-453. Trumbull, D. J., and K., Fluet. (2008). What can be learned from writing about early field experiences? Teaching and Teacher Education, 24(6), 1672–1685

The Observations of Student Teachers in Regard to Professional Qualifications of Advisor Teachers During Teaching Practicum

Yıl 2020, Cilt: 5 Sayı: 2, 141 - 150, 01.03.2020
https://doi.org/10.24331/ijere.691323

Öz

This study was conducted to determine the inadequate professional qualifications of

advisor teachers. Employing a qualitative approach, we studied the question “what are
your observations regarding the professional qualifications of the advisor teachers during
the teaching practicum?” with senior students in various programs such as Turkish,
English, mathematics, painting, music and primary school teaching at the Faculty of
Education of a small-scale state university in central Turkey. Analyzing the observations
of the prospective teachers, we identified seven aspects of inadequate qualifications: (1)
professionalism, (2) classroom management, (3) communication, (4) professional
development, (5) personality, (6) creating a democratic classroom environment, and (7)
usage of instructional material and technology. In terms of professionalism, the analysis
yielded that some of the inadequate qualifications are favoring some students over to
others and not having the ability to solve problems. With regard to classroom
management, the most frequent inadequate qualifications are not taking individual
differences into consideration and not being able to ensure student participation to
lectures. Regarding communication, lack of communication among educational
shareholders and negatively criticizing students are mostly mentioned by student
teachers. Based on the findings of the study, we suggest that educational authorities
provide in-service training sessions to teachers to work on these problems so that the
quality of instruction would increase in schools.

Kaynakça

  • Abazaoğlu, İ., Yıldırım, O. ve Yıldızhan,Y. (2016). Geçmişten günümüze Türk eğitim sisteminde öğretmen yetiştirme. International Journal of Turkish Education Sciences, 4(6), 143-160. Akiba, M., LeTendre, G. K., and Scribner, J. P. (2007). Teacher quality, opportunity gap, and national achievement in 46 countries. Educational Researcher, 36(7), 369-387. Buldu, M. ( 2014). Öğretmen yeterlik düzeyi değerlendirmesi ve mesleki gelişim eğitimleri planlanması üzerine bir öneri. Millî Eğitim, 204(1), 114-134. Çelebi, N., Babaoğlan, E., Selçuk, G. and Peker, S. (2018). Performans değerlendirme formuna ilişkin öğretmen görüşleri. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 37(2), 211-233. Çelikten, M. Sanal, M., and Yeni, Y. (2005). Öğretmenlik mesleği ve özellikleri. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19(2), 207-237. Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44. MEB (2017). Öğretmen mesleği genel yeterlilikleri: Ankara: Öğretmen Yetiştirme Genel Müdürlüğü. MEB (2018). Uygulama öğrencilerinin Milli Eğitim Bakanlığı’na bağlı eğitim öğretim kurumlarında yapacakları öğretmenlik uygulamasına ilişkin yönerge. Tebliğler Dergisi, 81(2729), 1999-2012. Özer, B., and Gelen, İ. (2008). Öğretmenlik mesleği genel yeterliklerine sahip olma düzeyler hakkında öğretmen adayları ve öğretmenlerin görüşlerinin değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 39-55. Pehlivan, İ., Demirbaş, A., and Eroğlu, E. (2001). Öğretmenlerin performans değerlendirme modeli ve sicil raporları. Ankara: Millî Eğitim Bakanlığı Sabuncuoğlu, O. (2016). Öğretmen gözlemlemenin öğretmeyi öğrenmedeki yeri nedir: Öğretmenin kariyerinde fark yaratabilir mi? Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(1), 185-198. Selçuk, Z., Palancı, M., Kandemir, M., and Dündar, H. (2014). Eğitim ve Bilim dergisinde yayınlanan araştırmaların eğilimleri: İçerik analizi. Eğitim ve Bilim, 39(173), 430-453. Trumbull, D. J., and K., Fluet. (2008). What can be learned from writing about early field experiences? Teaching and Teacher Education, 24(6), 1672–1685
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Savaş Karagöz

M. Emir Rüzgar Bu kişi benim

Yayımlanma Tarihi 1 Mart 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 5 Sayı: 2

Kaynak Göster

APA Karagöz, S., & Rüzgar, M. E. (2020). The Observations of Student Teachers in Regard to Professional Qualifications of Advisor Teachers During Teaching Practicum. International Journal of Educational Research Review, 5(2), 141-150. https://doi.org/10.24331/ijere.691323
AMA Karagöz S, Rüzgar ME. The Observations of Student Teachers in Regard to Professional Qualifications of Advisor Teachers During Teaching Practicum. IJERE. Mart 2020;5(2):141-150. doi:10.24331/ijere.691323
Chicago Karagöz, Savaş, ve M. Emir Rüzgar. “The Observations of Student Teachers in Regard to Professional Qualifications of Advisor Teachers During Teaching Practicum”. International Journal of Educational Research Review 5, sy. 2 (Mart 2020): 141-50. https://doi.org/10.24331/ijere.691323.
EndNote Karagöz S, Rüzgar ME (01 Mart 2020) The Observations of Student Teachers in Regard to Professional Qualifications of Advisor Teachers During Teaching Practicum. International Journal of Educational Research Review 5 2 141–150.
IEEE S. Karagöz ve M. E. Rüzgar, “The Observations of Student Teachers in Regard to Professional Qualifications of Advisor Teachers During Teaching Practicum”, IJERE, c. 5, sy. 2, ss. 141–150, 2020, doi: 10.24331/ijere.691323.
ISNAD Karagöz, Savaş - Rüzgar, M. Emir. “The Observations of Student Teachers in Regard to Professional Qualifications of Advisor Teachers During Teaching Practicum”. International Journal of Educational Research Review 5/2 (Mart 2020), 141-150. https://doi.org/10.24331/ijere.691323.
JAMA Karagöz S, Rüzgar ME. The Observations of Student Teachers in Regard to Professional Qualifications of Advisor Teachers During Teaching Practicum. IJERE. 2020;5:141–150.
MLA Karagöz, Savaş ve M. Emir Rüzgar. “The Observations of Student Teachers in Regard to Professional Qualifications of Advisor Teachers During Teaching Practicum”. International Journal of Educational Research Review, c. 5, sy. 2, 2020, ss. 141-50, doi:10.24331/ijere.691323.
Vancouver Karagöz S, Rüzgar ME. The Observations of Student Teachers in Regard to Professional Qualifications of Advisor Teachers During Teaching Practicum. IJERE. 2020;5(2):141-50.

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