Öz: Bu çalışmanın amacı Güney Kore, Hong Kong, Singapur ve Türkiye'deki mevcut öğretmen yetiştirme sistemlerinin karşılaştırmalı olarak incelenmesidir. Araştırmada Türkiye ile birlikte TIMSS ve PISA sınav sonuçlarına göre ilk üçe giren ülkelerin (Güney Kore, Hong Kong ve Singapur) öğretmen yetiştirme sistemleri incelenmiştir. Araştırma nitel araştırma desenlerinden bütüncül çoklu durum çalışması desenine uygun olarak gerçekleştirilmiştir. Verilerin elde edilmesinde nitel veri toplama yöntemlerinden doküman incelemesi kullanılmış ve veriler betimsel analiz yöntemiyle çözümlenmiştir. Analizler sonucunda ülkelerdeki öğretmen yetiştiren kurumların farklılık gösterdiği ve öğretmen adaylarının seçiminde ulusal sınavlar yapıldığı belirlenmiştir. Öğretmenlik mesleğine başlama kriteri olarak Türkiye'de sadece bilişsel özelliklerin diğer ülkelerde ise hem bilişsel hem duyuşsal özelliklerin test edildiği tespit edilmiştir. Öğretmenlerin sosyo-ekonomik durumları açısından bakıldığında Türkiye dışındaki diğer ülkelerin OECD ülkelerinin ortalamasının üzerinde olduğu belirlenmiştir. Araştırmadan elde edilen sonuçlar doğrultusunda ülkemizdeki öğretmen yetiştirme sisteminin niteliğini artırmaya yönelik önerilere yer verilmiştir.Anahtar Kelimeler: öğretmen yetiştirme, Güney Kore, Hong Kong, Singapur, Türkiye Comparative Analysis of Teacher Education Systems in SouthKorea, Hong Kong, Singapore and Turkey Abstract: The aim of this study is to comparatively analyze teacher education systems in South Korea, Hong Kong, Singapore and Turkey. In the research, the top three countries (South Korea, Hong Kong and Singapore) based on TIMSS and PISA results along with Turkey. The study was conducted based on integrated multi way case study of qualitative research design. To obtain the data, the documentation analysis was applied and data was analyzed through descriptive analysis method. As a result of the analysis, it was determined that teachers were trained in different institutions and there were national exams in the selection of teacher candidates. It was revealed that as a criterion, there was only cognitive skills evaluation in Turkey, but there were both cognitive and affective skills evaluation in other three countries. From the perspective of teachers' socio-economic status, all countries, except Turkey, were determined to be above the average of OECD countries. In accordance with the results, there were presented recommendations in order to improve teacher training quality in our country.
The main purpose of the study is to investigate the effects of prospective teachers’ cognitive styles on learning approaches. It is aimed to define whether exist significance differences between defining prospective teachers’ cognitive styles and learning approaches and demographic variables within the scope of the mean purpose. The study, designed according to correlational survey model, was conducted at Mugla Sitki Kocman University, Faculty of Education in the 2014-2015 academic year spring semester. As data collection instruments, “The Group Embedded Figures Test” was administered to define prospective teachers’ cognitive style in the study. On the other hand “The Revised Two Factor Study Process Questionnaire” was used to reveal prospective teachers’ learning approaches. According to the findings, prospective teachers generally have field dependent cognitive style. It is determined that between with prospective teachers’ gender and academic success and cognitive style scores there isn’t any significant difference revealed. However, there is significant difference between branches and cognitive style scores. It has been viewed that prospective teachers prefer deep learning approach generally. There isn’t significant difference between gender and learning approaches yet there is significant difference between learning approaches-branches and academic success. It is also concluded that as prospective teachers’ cognitive styles approaches to field independent, deep learning approach preference of prospective teachers has diminished.
The present study aimed to investigate pre-service teachers' motivations toward teaching profession and their opinions about pedagogical formation program. In this study descriptive and correlational research methods were used. It was carried out with (a) graduate students doing a master's program without thesis, (b) undergraduate students participating in the pedagogic formation program. The total number of participants was 301. The data were collected using an evaluation scale for pre-service teachers doing a post-graduate certificate program in Education (PGCE). The participants of the present study seemed to be interested in the teaching profession chiefly due to intrinsic and altruistic orientations. One of the basic sources of motivation for pre-service teachers coming from sources other than education faculties can be the love for their subject area and opportunities to be found to conduct applications related to their disciplines when they become teachers. The positive teaching experiences of the pre-service teacher and their enthusiasm for teaching the subjects in their fields are important sources of motivation for the profession of teaching.
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