Türkiye’de Eğitim Sisteminde Son 20 Yılda Gerçekleştirilen Dönüşümün Son OECD Raporuna Dayalı Bir Değerlendirmesi

ÖZER, Mahmut

doi:10.5961/higheredusci.1315684

Cited by 5 publications

(1 citation statement)

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“…Furthermore, as an important decision, the authority to supervise instruction has been transferred from centrally appointed inspectors to school principals. In addition, comprehensive programs aimed at school principals' professional development have been organized (Bellibaş & Kılınç, 2023;MoNE, 2010MoNE, , 2017MoNE, , 2018Özer, 2023). As can be understood from these initiatives, in Türkiye in recent years, school principals' instructional leadership roles have been highlighted and studies on school-based structures aimed at teacher professional learning have been encouraged.…”

Section: Introductionmentioning

confidence: 99%

Examining the mediating role of teacher professional learning between perceived instructional leadership and teacher instructional practices

Dorukbaşi,

Cansoy

2024

Euro J of Education

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Instructional leadership has begun to be examined as an essential factor in school development research. It has received considerable attention, especially in developing countries, in recent years. This study examined the relationship between school principals' instructional leadership and teacher instructional practices and the mediating role of teacher professional learning. A cross‐sectional survey design was adopted in the study, and the participants were 385 elementary and middle school teachers working in a city in western Türkiye. The data were analysed through structural equation modelling. Findings demonstrated that instructional leadership significantly predicted teacher instructional practices and teacher professional learning. Findings also highlighted teacher professional learning as a significant mediator between instructional leadership and teacher instructional practices. This study confirmed that instructional leadership can strengthen teacher instructional practice and professional learning in a centralized education system.

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Section: Introductionmentioning

confidence: 99%

Examining the mediating role of teacher professional learning between perceived instructional leadership and teacher instructional practices

Dorukbaşi,

Cansoy

2024

Euro J of Education

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Türk Eğitim Sisteminde Matta Etkisi

ÖZER

2023

BUEFAD

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Over the past 20 years, Türkiye has transitioned its education system to the massification phase, and schooling rates have reached over 99% at all levels of education, from primary to secondary levels. In addition to increasing the accessibility of education to those from disadvantaged socioeconomic status and facilitating the access of girls to education, this important transformation has also increased the effectiveness of the education system. Furthermore, the period was also characterized by free distribution of textbooks and teaching materials to all students in an effort to increase the equality of education opportunities. The provision of free meals, transportation to school, scholarships, accommodation assistance for students in need, as well as conditional financial support based upon the continuation of education was provided to students. The implementation of many social policies has continued over the past two decades in a consistent manner. With such a large system with approximately 19 million students, it is evident that this approach focuses on increasing equality of opportunity in education as opposed to simply increasing educational access. The achievement gap between schools persists despite all these supportive mechanisms, some of which are rooted in the past, some of which have arisen from massification of education. This study discusses the areas or instruments that prevent all students accessing education from receiving the same quality of education, regardless of their socioeconomic status, and areas of higher "Matthew effect" severity. The Matthew effect is particularly strong in four areas, in particular, in the Turkish educational system: access to early childhood education, socioeconomic status, school tracking, and access to senior teachers. The study also provides suggestions for reducing the severity of the Matthew effect in these four areas.

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2013 Okul Öncesi Eğitim Programına İlişkin Okul Öncesi Öğretmenlerinin Görüşlerinin İncelenmesi

Uyar,

Karafil

2024

Batı Anadolu Eğitim Bilimleri Dergisi

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Bu çalışmanın amacı, okul öncesi öğretim programının (OÖÖP) öğretmen görüşlerine dayalı olarak değerlendirilmesidir. Araştırmada durum çalışması deseni kullanılmıştır ve çalışma grubu, Elazığ ilinde aktif görev yapan 23 okul öncesi öğretmeninden oluşmaktadır. Öğretmen görüşlerini toplamak için yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler, içerik analizi tekniği ile analiz edilmiştir. Araştırma sonuçlarına göre, okul öncesi öğretmenleri OÖÖP'nin güçlü yönlerini esneklik, çocukların gelişim aşamalarını dikkate alma, öğrenci merkezlilik, bireysel farklılıkları göz önünde bulundurma, öğrencilere çeşitli beceriler kazandırma, çoklu zekâ kuramına uygunluk, oyun tabanlı öğrenme, öğrenme merkezlerinin bulunması, ilerlemeci felsefeye uygunluk, içeriğin sarmal yapıda olması, aile katılımını destekleme, öğrenci ilgi ve ihtiyaçlarına saygı gösterme şeklinde sıralamışlardır. Öğretmenler, öğrenme merkezlerinin oluşturulma imkânının olmaması, bireysel farklılıkların yeterince dikkate alınmaması, öğretmenlerin üzerindeki sorumlulukların fazla olması durumlarının OÖÖP’nin zayıf yönleri olduğunu belirtmişlerdir. Ayrıca, okul öncesi öğretmenleri OÖÖP’nin öğrencilere saygı, sevgi, sorumluluk, dürüstlük, adalet, sabır, dostluk, özdenetim gibi birçok temel değeri kazandırdığını ifade etmiştir. Ancak, değerlerin, soyut kavramların, psikomotor becerilerin, yaratıcılık gerektiren becerilerin, özbakım becerilerinin ve duyuşsal becerilerin aktarılmasında zorluklar yaşandığını vurgulamışlardır. Son olarak, okul öncesi öğretmenleri OÖÖP'nin kazandırılması sürecinde yönetici, öğrenci, veli ve politika kaynaklı sorunlar yaşandığını belirtmişlerdir.

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Türkiye’de Eğitim Sisteminde Son 20 Yılda Gerçekleştirilen Dönüşümün Son OECD Raporuna Dayalı Bir Değerlendirmesi

Cited by 5 publications

References 50 publications

Examining the mediating role of teacher professional learning between perceived instructional leadership and teacher instructional practices

Examining the mediating role of teacher professional learning between perceived instructional leadership and teacher instructional practices

Türk Eğitim Sisteminde Matta Etkisi

2013 Okul Öncesi Eğitim Programına İlişkin Okul Öncesi Öğretmenlerinin Görüşlerinin İncelenmesi

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