Teacher education accreditation in Turkey: The creation of a culture of quality

Grossman, Gary M.; Sands, Margaret; Brittingham, Barbara E.

doi:10.1016/j.ijedudev.2009.08.003

Cited by 24 publications

(19 citation statements)

References 13 publications

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“…It is clear from the findings of this study, as well as from other studies on curricula changes which have been noticed in Turkey since the 1990s (Dundar & Lewis, 1999;Grossman, Onkol, & Sands, 2007;Aksit, 2007;Grossman & Sand, 2008;Grossman, Sands, & Brittingham, 2010), that the implementation of many well-intended reforms has been inefficient because the radical changes and reform have not been transferred effectively into the TE culture in Turkey. Whether a change is curricular or structural, or initiated internally or externally, there is no guarantee that practice follows a policy (Hopkins & Levin, 2000).…”

Section: Facing the Challengesmentioning

confidence: 46%

Why is active learning so difficult to implement: The Turkish case

Aksit¹,

Niemi²,

Nevgi³

2016

AJTE

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Section: Facing the Challengesmentioning

confidence: 46%

Why is active learning so difficult to implement: The Turkish case

Aksit¹,

Niemi²,

Nevgi³

2016

AJTE

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“…Besides, some quality indicators were difficult to implement and needed much more time for the workforce to develop themselves for them. The results of the study, hence, might not agree with Grossman, Sands, & Brittingham (2010) which says that though the success in the activities in quality assurance is one way to build quality culture, the success does not stem from rules and regulations in quality assurance from the national level organization alone. Quality culture has to rely also on the development within the higher education institutions via the awareness raising in the workforce to realize the necessities or cultivation of good attitude towards education quality assessment too.…”

Section: International Journal Of Educationmentioning

confidence: 67%

“…Commitment to quality and attitude towards education quality assessment can encourage individuals or groups in the organization to behave and follow the conditions or regulations specified by the quality system (Gallear & Ghobadian, 2004;Grossman, Sands, & ISSN 1948-5476 2012 Brittingham, 2010). The quality management of higher education institutions using the instruments for assessment, evaluation, improvement and quality assurance at the organizational level has instilled a change in quality culture of the workforce by applying the quality management system under new public management and managerialism (Smeenk, Teelken, Eisinga, & Doorewaard, 2009).…”

Section: Factors Influencing the Quality Culture Of The Workforce In mentioning

confidence: 99%

A Structural Equation Model of Factors Influencing the Quality Culture of the Workforce in Thailand Public Higher Education Institutions

Tongsamsi

Chaikeaw²,

Churngchow³

et al. 2012

IJE

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This research aimed at developing a structural equation model of factors influencing the quality culture of the workforce in Thailand public higher education institutions. The subjects were 765 workforce from 60 public higher education institutions all over the country selected by multi-stage sampling method. The data were collected using a questionnaire and analyzed using SPSS and AMOS. It was found that the last model after the improvements had goodness of fit with the empirical information (2/df=4.07; RMSEA=0.06; GFI=0.95; AGFI=0.92; CFI=0.96; SRMR=0.05)and the power of estimates at a good level with the squared multiple correlation of0.33. Factors with the total effectson the quality culture ranging from the most to the least wereperception of the managerialism level, trust in the results of education quality assessment, commitment to quality, communication about education quality assessment and participation in education quality assessment.

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“…In response to these changes, the Higher Education Council (HEC), the sole official body responsible from higher education, has embarked on organizational and curriculum changes in order to strengthen teacher education (Kırkgöz, 2007). With the curricular reform the HEC set out to resolve the structural and conceptual fragmentation in all teacher education programs (for further information see, Grossman et al, 2010;Akşit, 2007). Thus, as part of this reform in order to ensure quality and to provide a solid foundation for student teachers a competency-based model was adopted.…”

Section: Teaching Competencesmentioning

confidence: 99%

Teachers of the future: Perceived teaching competences and visions of pre-service English language teachers

Yüksel

2014

IJHS

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The changes observed in the early 1990s have altered the conceptions of learning and teaching in the 21st century, which in turn have raised questions about the nature of teacher education and the core knowledge and skills to be taught to student teachers. Gaining insights about how student teachers project themselves as teachers of 21st century and how they assess their teaching capabilities became crucial for teacher educators and policy makers. This study was conducted with 40 pre-service teachers of English as a foreign language to investigate how they assess their teaching competences and how they project themselves as teachers of future. The study employed a convergent parallel mixed-method design. The findings from quantitative data indicated that their perception related to various teaching competencies was uniform and they feel themselves competent enough in teaching. However, they needed further help in classroom management. The qualitative data can be interpreted as a signal that our participants will possibly adopt a constructivist approach to language teaching.Keywords: English as a foreign language; Pre-service teachers; Teaching competence; Teacher education; Teacher vision IntroductionThe twenty-first century students are expected to master content while producing, synthesizing and evaluating information from variety of sources, as well as to have good critical thinking, problemsolving and interpersonal communication skills. Powerful learning of this nature demands teachers who are well prepared and well suited to the needs of the learners (Darling-Hammond, 2006). The quality of the instruction and teacher started to be considered as key factors for student performance, which in turn directed attention to teacher education. In many countries teacher education programs have been redesigned based on the contemporary theories and good teaching practices. In line with these changes, in Turkey an educational reform movement started in 1999 and as part of this movement all teacher education programs, including teaching English as a foreign language program, were restructured. The basic drive of this reform was to bring uniformity and standardization to teacher training and certification (Seferoğlu, 2006). However, we still have little information on the teaching competency level of the graduates and how they vision themselves as teachers of future.1 Assistant Prof. Dr., Yıldız Technical University, Faculty of Education, Foreign Languages Education Department, gulruyuksel2002@gmail.com . Teachers of the future: Perceived teaching competences and visions of pre-service English language teachers. International Journal of Human Sciences, 11(2), 27-39. doi: 10.14687/ijhs.v11i2.2920 28 Gaining insights about how student teachers project themselves as teachers of 21st century and how they envision themselves in terms of teaching competences would give invaluable information to both teacher educators and policy makers who are responsible for shaping and reshaping policies and practices accordingly...

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Teacher education accreditation in Turkey: The creation of a culture of quality

Cited by 24 publications

References 13 publications

Why is active learning so difficult to implement: The Turkish case

Why is active learning so difficult to implement: The Turkish case

A Structural Equation Model of Factors Influencing the Quality Culture of the Workforce in Thailand Public Higher Education Institutions

Teachers of the future: Perceived teaching competences and visions of pre-service English language teachers

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