In the context of abiding by the Bologna process the teacher training undergraduate curricula were revised in 2018 by the Council of Higher Education in Turkey (CoHE). Revised class teaching curricula investigation of the revision process for the program will reveal whether changes are appropriate or not. In this context, the aim of the research was to investigate the 2018 revision of the class teaching undergraduate curricula from the perspective of implementors. The research had a qualitative approach pattern. The study group comprised 14 academics who participated in studies for the 2018 class teaching undergraduate program revision, were assigned to the CoHE Curricula Update Commission and participated in workshops to promote the curricula. Data were collected with semi-structured interviews. Data analysis was completed with content analysis. As a result of the research, the curricula revision process was directed centrally, the development process for the revision program was not performed appropriately, pilot applications were not performed, there was no gradual relationships in the curricula, stakeholder opinions were not reflected in the curricula, some basic education and applied lessons for class teaching were removed from the curricula, lesson hours were reduced or these lessons were included as elective lessons, the content of mandatory and elective lessons about professional knowledge, general culture and content education overlapped, and the number of elective lessons increased while the lesson hours for applied lessons reduced. In the context of determinations revealed by the results of the research, the revised curricula can be said to be inadequate to train qualified teachers, and that problems will be experienced in terms of contributions to universities and to Turkey. For this reason, it is recommended that the curricula be revised and organized again to cope with the changing problems of the 21st century and to ensure training of versatile and multi-cultured teachers.
Purpose: Social changes and developments in educational policies bring along changes in the values of the teaching profession. The changing values increase the in-service training needs of the teachers. Although it is aimed to gain prospective teachers the values of the teaching profession in the pre-service period, it is seen that the target is not sufficiently achieved. The present research aims to investigate administrators' opinions regarding the values that should be gained among classroom teachers through in-service training.Research Methods: This study was designed in a qualitative, case study pattern.
The purpose of this study is to examine the professional values and skills to be gained to classroom teachers in in-service training process. The research was designed in the qualitative case study model. The study group was 10 school administrators working in elementary schools in a Northeast Anatolia province of Turkey. The study group was determined by using criteria sampling method. The data were collected through a semi-structured interview form and analyzed by using content analysis and descriptive analysis techniques. 24 different values were determined should gain through in-service training to class teachers. Based on the results it can be suggested that the personal values should be given teachers through pre-service and in-service training. The professional skills should be gained teachers through in-service training including communication skills, technology using skills, pedagogical content knowledge, planning skills, material designing and using skills. In addition, the professional values such as cooperation, love of teaching profession, leadership, role-modeling, self-renewal, sacrifice and solidarity can be gained teachers through in-service training.
Türkiye 2000'li yıllardan günümüze eşitlikçi bir sistem kurma alanında önemli kazanımlar elde ederek "FATİH Projesi"yle yenileşme sürecine girmiştir. Proje; teknoloji kullanımı yoluyla, eğitimde fırsat eşitliğinin her toplumsal katmanda sağlanmasına yönelik bir girişimdir. Bu araştırma, FATİH Projesi uygulamalarında görev alan öğretmen ve yöneticiler olmak üzere 200 katılımcıyla Projenin CIPP modeline göre incelenerek Türkiye şartlarına uygun olup olmadığının ortaya çıkarılması amacına yönelik olarak gerçekleştirilmiştir. Katılımcılardan, FATİH Projesinin çevre, girdi, ürün, süreç boyutuna yönelik elde edilen ham veriler, nitel veri çözümleme tekniğinden betimsel analiz kullanılarak analiz edilmiştir. Araştırmanın bulgularına göre, Projenin "çevre" ve "girdi" boyutlarındaki olumsuzluklar dikkat çekicidir. "Çevre" boyutunda; yazılım bileşeni, öğretim programlarında BİT kullanımı, eğitsel e-içerik, hizmetiçi eğitim ve bilinçli BİT kullanımında sorunlar yaşandığı, "girdi" boyutunda; e-içerikte kullanılacak öğretim stratejisi, yöntem ve tekniklerin belirlenmesi ve projenin Türkiye genelinde uygulanabilirliği planlamasının yapılmadığı söylenebilir.
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