Pedagojik Formasyon Eğitimi Alan Öğretmen Adaylarinin Bu Eğitime İlişkin Algilari

Kiraz, Zafer; Dursun, Fevzi

doi:10.17860/efd.37544

Cited by 24 publications

(23 citation statements)

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“…According to Andronache, Bocos, Bocos and Macri (2014), the teacher training program's content presentation which shifts from the declarative level to the action level is important. In the research studies of Dalgic et al (2012) and Kiraz and Dursun (2015) regarding the students who took the pedagogical formation training, students mentioned that they could not benefit from the compressed program as intended, and the training was sufficient regarding content but short in duration and there should be more school practices. Furthermore, the findings of Biber and Tuna (2015) and Cicek-Saglam (2015) showed the problems related to the training implementation and functioning and the incomplete aspects of the lessons which are consistent with the findings of the current study.…”

Section: Discussionmentioning

confidence: 99%

“…Some of the instructors were great, they transferred their knowledge to students, and they kept their teacher training knowledge up to date. In the study conducted by Kiraz and Dursun (2015), the students of the pedagogical formation training indicated that students acquire new information about teaching, build new friendships, and develop behaviors according to students' age groups. These findings are parallel to the current research findings.…”

Section: Discussionmentioning

confidence: 99%

“…Various studies have been conducted in various dimensions of the pedagogical formation training program in Turkey (e.g. Yuksel, 2011;Dalgic, Doyran, & Vatanartiran, 2012;Aykac, Bilgin, & Toraman, 2015;Biber & Tuna, 2015;Cicek-Saglam, 2015;Cocuk, Yokus, & Tanriseven, 2015;Kiraz & Dursun, 2015;Ozdemir & Erol, 2015;Yilmaz, 2015;Dadandi, Kalyon, & Yazici, 2016;Demirtas & Kirbac, 2016;Kose, 2017) and in other countries (Alkhateeb, 2013;Beach & Bagley, 2013;Furlong, 2013;Hordern, 2014;Olson et al, 2015;Ingvarson & Rowley, 2017;Goos & Bennison, 2018;Walton-Fisette et al, 2018). The present research research differs from other research conducted in the field in the sense that it is a research on views of pre-service teachers some of whom graduated from faculty of arts and science and some of whom were still studying, enrolled in a pedagogical formation training program, and participated in a student teaching internship at a high school That is to say, Turkey's recent pedagogical formation training certificate program has been studied with different study groups.…”

Section: Introductionmentioning

confidence: 99%

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The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey

Filiz¹,

Durnalı²

2019

EUROPEAN J ED RES

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A variety of teacher training system was implemented in Turkey until today. One of these systems is pedagogical formation training. The aim of this study was to determine the strengths and weaknesses of the pedagogical formation training according to the opinions of pre-service teachers and the experiences during the pedagogical formation training, to gather information about whether these experiences contributed to their teaching, and to evaluate the place of the pedagogical formation training in teacher employment in the light of this information. The research was carried out using an interview technique of qualitative analysis methods. The study group comprised of 20 pre-service teachers from different undergraduate programs, and they participated in a 14-weekinternship program at a high school in Ankara during the 2017-2018 academic year as a requirement for a training course. Content analysis method was used for data analysis. As a result of the research, the pre-service teachers stated that they found the internship training in practice schools as useful for future teaching lives, but they did not find the theoretical training given in the classes useful for various reasons. They considered that there are some weak points of the program: the duration of the formation course is short, lessons are late in the evening, classes are crowded, and the teaching staff have negative effects on the students: they are indifferent, and there are almost the same topics in each lesson. This means that they were mostly not satisfied with its overall quality, and so its operability was enough. Like some of the suggestions, it is recommended that duration of the program should be extended to a long period, and the instructors should be selected from those who can give energy to the class, have communication skills, can create discipline in the classroom, and have experience in traditional classroom teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey

Filiz¹,

Durnalı²

2019

EUROPEAN J ED RES

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“…Alan yazın incelendiğinde pedagojik formasyon eğitimi alan öğrenciler ile ilgili bir takım araştırmaların (Altınkurt, Yılmaz ve Erol, 2014;Bağçeci, Yıldırım, Kara ve Keskinpalta, 2015;Kartal ve Afacan, 2012;Kiraz ve Dursun, 2015;Sağlam, 2014;Taneri, 2015) yapıldığı görülmektedir. Bunlardan sadece Sağlam'ın (2014) araştırmasında öğrenci sorunları, formasyon programının etkililiği araştırılmış ve program öğrencilerce etkili bulunmuştur.…”

Section: Tartışma Ve Sonuçunclassified

Pedagojik Formasyon Eğitimi Alan Öğrencilerin Kendilerinden Kaynaklanan Sorunları

Kıral

2017

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi

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pedagojik formasyon eğitimi alan 300 gönüllü öğrenci ile gerçekleştirilmiştir. Araştırmada pedagojik formasyon eğitimi alan öğrencilerin kendilerinden kaynaklanan sorunları araştırılmıştır. Öğrencilerin sorunları ailevi, maddi, psikolojik, toplumsal ve fizyolojik sorunlar olarak beş temada incelenmiştir. Araştırmada nitel yaklaşım benimsenmiştir. Araştırma sonucunda son sınıf öğrencileri psikolojik sorunları daha fazla yaşarken; mezun öğrencilerin ailevi, maddi, toplumsal ve fizyolojik sorunları daha fazla yaşadıkları tespit edilmiştir. Öğrencilerin yaşamış oldukları psikolojik sorunları çözmek için üniversite bünyesinde verilen danışmanlık hizmetleri yaygınlaştırımalıdır. Ayrıca öğrencilerin sorunlarını en aza indirmek amacıyla kaygı, iletişim, stres yönetimi vb. konularda seminer gibi hizmetler çoğaltılmalıdır.

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“…They have also determined that the education of pedagogical formation positively affects the attitudes of the students towards the teaching profession. Kiraz and Dursun [47] have identified the perceptions of the students of pedagogical formation program towards pedagogical formation education through qualitative interviewing technique. All of the participants who received pedagogical formation education stated that they enrolled in this program in order to receive the certificate of pedagogical formation.…”

Section: Introductionmentioning

confidence: 99%

Reasons of Pedagogical Formation Education Certificate Program Students Taking This Education: Comparison of Different Departments

Yilmaz¹,

Güneş²

2017

ujer

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With the influence of social, economic and political change, the education system has undergone many changes in various periods, which in turn has affected training of teachers. With the recent change in the implementation of the Pedagogical Formation Education Certificate Program in Turkey, a decision is being made whether the students or graduates who meet the requirements can receive pedagogical formation training, regardless of faculty positions. Considering that the training of qualified teachers is possible with the participation of those who want to perform this profession consciously, it is thought that the reason why the teacher candidates prefer the teaching profession is very important. This study, aiming to reveal the reasons for the education of pedagogical candidates trained in the pedagogical formation of this program, is a qualitative research conducted with 243 participants from eight different fields, employed and unemployed, students and non-students, who are studying at the faculty of education at a state university. The results of the analysis of the data obtained in written form asking the participants for their reasons to take pedagogical formation education and to elaborate their thoughts in detail are in general anxiety for job finding, career making and self-improvement, desire to perform teaching profession and necessity. Participants have indicated that their desire to perform teaching profession is based on their desire to perform a profession that they dream of, desire to gain an additional advantage, desire to meet the need for the required documentation, and thinking that professional conditions are suitable. In addition, it is noteworthy that the thoughts of the teacher candidates from different fields differed in this context.

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Pedagojik Formasyon Eğitimi Alan Öğretmen Adaylarinin Bu Eğitime İlişkin Algilari

Cited by 24 publications

References 0 publications

The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey

The Views of Pre-Service Teachers at an Internship High School on Pedagogical Formation Program in Turkey

Pedagojik Formasyon Eğitimi Alan Öğrencilerin Kendilerinden Kaynaklanan Sorunları

Reasons of Pedagogical Formation Education Certificate Program Students Taking This Education: Comparison of Different Departments

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