The Restructuring Process of Teacher Training System in Turkey: A Model of Teacher Training Based on Post-Graduate Education (PGCE)

Deniz, Sabahattin; Sahin, Nurettin

doi:10.3844/jssp.2006.21.26

Cited by 13 publications

(7 citation statements)

References 4 publications

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“…Thus, the most successful students strive to become teachers in the country that allows for advancement of qualified teachers. By contrast, in Turkey, although there have been attempts to improve the teaching profession since 1950s, this aim has still not been achieved, due to the profession is not preferred by successful students because of its low socio-economic status (Deniz & Sahin, 2006). In South Korea, 5% of the most successful students taking the university exam prefer the teaching profession (Kwon & Ju, 2012).…”

Section: Resultsmentioning

confidence: 99%

A Comparative Study on the Teaching Profession in Turkey and South Korea: Secondary Analysis of TALIS 2008 Data in Relation to Teacher Self-Efficacy

Aslan¹

2015

EJER

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Problem Statement: Teacher self-efficacy is important factor for school and student success. This study investigates the variables that explain teacher self-efficacy in Turkey and South Korea according to TALIS 2008 data. A detailed comparison was conducted and the state of the teaching profession in both countries is discussed. Purpose of the Study:The study aims to compare the teaching profession in Turkey and South Korea in relation to teacher self-efficacy.Method: Data relating to a total of 6194 teachers participating in TALIS 2008 from Turkey and South Korea were re-analyzed and evaluated in relation to teacher self-efficacy. For this purpose TALIS 2008 data were taken from the OECD official web page and subjected to stepwise multiple regression analysis in relation to the variables that can explain teacher selfefficacy.Findings: Results indicated that in both countries, the variable that best explains the teacher self-efficacy is teacher-student relations in the school environment (TSRELAT). The second variable that best explains the teacher self-efficacy is the classroom disciplinary climate (CCLIMATE) for Turkish teachers, it is professional collaboration (TCCOLLAB) for South Korean teachers. Third variable is professional collaboration for Turkish teachers, while it is classroom disciplinary climate and teacher's job satisfaction in South Korean teachers. Job satisfaction is the fourth variable that explains the teacher perception of self-efficacy in Turkey. Lastly, while the respect given for the teaching profession within the society appears to be a weak variable for explaining self-efficacy level of Turkish teachers; it appears to be a more effective variable for South Korean * Assist. Prof. Dr., Ankara University, Faculty of Educational Sciences, baslan@ankara.edu.tr 2 Berna Aslan teachers. All the variables together explain 22% of the variance in Turkey and 28% of the variance in Korea in relation to teacher self-efficacy. Conclusion and Recommendations:The variable that best explains the teacher self-efficacy in both countries was found to be teacher-student relations in the school. Results were discussed by supporting the literature.

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Section: Resultsmentioning

confidence: 99%

A Comparative Study on the Teaching Profession in Turkey and South Korea: Secondary Analysis of TALIS 2008 Data in Relation to Teacher Self-Efficacy

Aslan¹

2015

EJER

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“…various places like Indian peninsula, the Caspian Sea, and the west which definitely had an effect on language [6,16,19]. Some of the people moved above the Black Sea and some of them met Islam and converted to Islam.…”

Section: Scientific Research and Education In The Air Force-afases 2016mentioning

confidence: 99%

“…Education was in the top priorities [8]. Within this scope, 'the law on unification of education' was passed from the parliament in 1924 with the idea of organizing and restructuring educational institutions giving the authority to the Ministry of National Education [6].…”

Section: Post-ottoman Periodmentioning

confidence: 99%

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Pre-Service Language Teacher Education in Turkey

Ülgü¹,

Er²

2016

AFASES 2016

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“…The Council of Higher Education (HEC) has responded to these initiatives by restructuring the education faculties, changing their curricula and integrating technology into teacher education programmes. In 1997-1998 academic year, the new teacher education program was put into practice (Deniz & Sahin, 2006). However, with this reform, the existing pedagogical teacher education program for the students of Faculty of Science and Letters was abolished but this move has caused the gap between teacher supply and demand to increase sharply in all branches.…”

Section: Introductionmentioning

confidence: 99%

In search of pre-service EFL certificate teachers’ attitudes towards technology

Yüksel

Kavanoz

2011

Procedia Computer Science

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The increasing importance of computers in today's world forces teachers and educators to become technology-proficient teachers, and to make use of technology in the classroom practices. All over the world most countries acknowledging the need for technologically proficient teachers, have started to infuse some degree of technological competency into pre-service teacher training programmes. Turkey was not an exception. The

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The Restructuring Process of Teacher Training System in Turkey: A Model of Teacher Training Based on Post-Graduate Education (PGCE)

Cited by 13 publications

References 4 publications

A Comparative Study on the Teaching Profession in Turkey and South Korea: Secondary Analysis of TALIS 2008 Data in Relation to Teacher Self-Efficacy

A Comparative Study on the Teaching Profession in Turkey and South Korea: Secondary Analysis of TALIS 2008 Data in Relation to Teacher Self-Efficacy

Pre-Service Language Teacher Education in Turkey

In search of pre-service EFL certificate teachers’ attitudes towards technology

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