Yıl: 2010 Cilt: 0 Sayı: 24 Sayfa Aralığı: 361 - 370 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

21. yüzyılda öğretmen yetiştirme eğitim programının boyutları

Öz:
Bu çalışma iki problem üzerine temellendirilmiştir Birincisi 21. yüzyılın toplumunun özellikleri ve öne çıkan yeni anlayışlar ve sorunlar doğrultusunda 21. yüzyılın öğretmeninde bulunması gereken niteliklerin ortaya konulması ve ikincisi, bu öne çıkan yeni anlayış ve sorunlar çerçevesinde öğretmen eğitimi programlarının boyutlarının neler olması gerektiği üzerine bir denemede bulunulmasıdır. Araştırma kuramsal temelli bir çalışmadır. Araştırmada derleme (tarama) yöntemi kullanılmıştır. Elde edilen veriler, araştırma problemine yönelik analiz edilerek, buradan 21. yüzyılın öne çıkan anlayış, eğilim ve sorunları, öğretmenlerin hizmet öncesi ve hizmet içi eğitiminde temele alınması gereken yeni kavramlar ve ilkeler ve öğretmenlerin değişen rollerine ilişkin anlayışların neler olduğuna dönük sonuçlara gidilmiştir. Araştırma sonucu elde edilen bulgular aşağıda verilmiştir: 1. 21. yüzyılda öğretmenlik mesleği bir ihtisas mesleği olarak kabul görecektir. 2. Öğretmen yetiştirme eğitimi uluslararası düzeyde verilmelidir. 3. Öğretmenler kültürlerarası eğitim ve demokratik bir toplum inşa etme anlayışında yetiştirilmelidir. 4. Öğrenme-öğretme süreçlerinde en merkezi materyal, öğretmenin kendisidir anlayışı öne çıkmaktadır. 5. Öğretmen yetiştirme eğitim programlarının hazırlanmasında toplumun tüm kesimlerinin katılımları sağlanmalıdır. 6. Öğretmenlerin mesleki eğitimleri okul merkezli ve sürekli olmalı ve bunun öğretmenlerce yaşam tarzı olarak algılaması sağlanmalıdır. 7. Öğretmen bir aktör gibi çok boyutlu ve her duruma uygun pozisyon alabilen yeterlikte yetiştirmelidir. 8. Öğretmen insan ve toplumla ilgili her konuda bir fikir ve duruşu olan bir nitelikte yetiştirilmelidir.
Anahtar Kelime:

Dimensions of teacher training curricula in the 21st century

Öz:
Teacher training continued as having rigid boundaries and stages in the 19th century. At the same time, teaching was regarded as a low-status profession. Teachers were trained within their profession and schools in this period. This type of training was carried out with trainee teachers working in primary schools. The aim was to train teachers as modest, earnest, observant of customs, obedient to moral norms and unquestioning individuals. However, it was realized that teachers having intended qualifications could not be trained by means of these methods. New emerging demands in 1980s caused a consensus on a set of tenets about what type of issues should be placed in teacher training programs. In this framework, new understanding aroused that teachers should be equipped with the knowledge of child development, learning theories and teaching methods, sociology and psychology and has competencies in subject matter knowledge and teaching methods. Besides these, the dimension of social justice and reconstruction of society was added to the conventional role of teachers in 1980s. It was understood that if it was aimed to obtain success in educational reforms and development of schools, at the same time, it was necessary to improve pre-service and in-service teacher training in 1990s. Teacher training was based on the cooperation model between higher education and schools in 2000s. In this period, the fundamental concept which came into prominence was concerned with teachers who had these features: possess comprehensive knowledge and competent in implementation, questioning, visionary, has the ability to digress from ordinary rules in the classroom and providing students with the freedom of saying their opinions. (Dillon and Maguire,1998: 30-36). In the 21st century, however, the understanding which stresses the fact that teachers should be involved in tasks such as educational reforms, renovation, and development and be part of these processes became prominent. In today’s perception is shifted towards the view that rather than taking and implementing the content, curriculum and methods as they are, teachers are expected to form every situation related to their own materials, methods, in-class activities and instruction (Nunan, 2004: 133). Towards the end of the 20st century, all developed, developing and underdeveloped countries were in search of finding different and effective ways to prepare their citizens for the life in the 21st century by training their citizens and obtain success in education at both international and local levels. In this context, four dimensions about redesigning and modernizing educational content come to forefront: 1- Learning for knowledge. 2- Learning for doing/performing. 3- Learning for existing. 4- Learning to live together. The most critical dimension is “learning to live together”. Learning to live together is the prerequisite for achieving the other three factors. The tenets which define these dimensions are 1- Constructing awareness for citizenship. 2- Make disadvantaged groups advantageous. For this reason, teachers’ participation into every kind of educational reform applications maintained and it is necessary to train teachers as competent in the 21st century understanding and tendencies. From this aspect, it obvious that there is a need for all countries to renewing, modernizing and altering their teacher training program in accordance with the demands of the 21st century. Factors such as disappearance of personal, social and geographical boundaries, contemporary understandings and the necessity of implementing these resulted in multidimensional and multicultural perception of citizenship. This new understanding as well as tendencies renders renewing teacher training and in-service training programs compulsory. Characteristic of the 21st century society is to have a philosophy of life which is differentiating in terms of culture and perception and gradually globalizing. Values and issues such as increasing diversity in culture and language, international dialogue, having access to information instantly, socio-economic inequality and inability of wide range of people to benefit from democratic rights are becoming eminent in the 21st century. In this context, since teachers are the first group that changes influence, it is essential to prepare teachers for the 2st century and its requirements. Qualified teacher training is fundamental in maintaining teacher participation effectively and voluntarily in reform movements to be held in education. Teacher is the most essential and significant component of every kind of renovation to be made in education. Teachers should have active participation in every type of educational reforms. In this framework, the study is based on two problems. One is to put forward the qualifications of the 21st century teacher in accordance with features of the 21st century society and new foremost understandings and issues. The second, in this context of new understandings and issues, it is tried to determine dimensions of teacher training programs in the 21st century. Research is a theoretical study. Compilation method was utilized in this study. Data were obtained by means of studies about the research problem in related literature and conducted within the last ten years. Then, collected data were analyzed based on research problems. On the basis of these analyses, tendency and issues, new concepts required to form the basis of pre- and in-service training of teachers and tenets and understandings about teachers in the 21st century were inferred. The study gave way to the following results: 1- Teacher training programs should be conducted on an international basis. 2- The 21st century teacher should be trained as having multicultural understanding and competency. 3- Teachers should be trained with the perception of building a cross-cultural education and democratic society. 4- Vital compone
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
0
0
0
  • Black, P. (1998). Ideology, evidence and the raising of standards. (Editör: J. Dillon ve M. Maguire). Becoming a Teacher, 53-64. Buckingham: Open University Press.
  • Bredeson, P. V. (2002). The architecture of professional development: materials, messages and meaning. International Journal of Educational Research, 37, 661-675.
  • Cogan, J. J. ve Pederson, P, V. (2001). The development of civic values: case study of the United States of America. International Journal of Educational Research, 35, 61-76.
  • Cogan, J. J. ve Morris, P. (2001). The development of civics values: an overview. International Journal of Educational Research, 35, 1- 9.
  • Collwill, J. ve Gallagher, C. (2007). Developing a curriculum for the twenty-first century: the experiences of England and Northern Ireland. Prospects, 37, 411-425.
  • CSCENPA (Curriculum Standing Committee of National Education Professional Associations). (2007). Developing a Twenty-first Century School Curriculum for all Australian Students. http://www.arteducation.org.au/news/CSCNEPA_2, Erişim Tarihi: 27.12.2009.
  • Day, C. (2002). School reform and transitions in teacher professionalism and identity. International Journal of Educational Research, 35, 677-692.
  • Dillon, J. ve Maguire, M. (1998). Becoming a Teacher. Buckingham: Open University Press.
  • Fullinwider, R. (2001). Multicultural education and cosmopolitan citizenship. International Journal of Educational Research, 35, 331-343.
  • Furlong, J. ve Maynard, T. (1995). Mentoring Student Teachers. London: Routledge.
  • Hamilton, M. L. ve Pinnegar, S. (2000). On the threshold of a new century: trustworthiness, integrity, and self-study in the teacher education. Journal of Teacher Education, 51, (3), 234-240.
  • IBE (International Bureau of Education). (1999). South and South-East Asia course on curriculum development. Educational Innovation and Information, 99.
  • IBE (International Bureau of Education). (1998). Curriculum development. Educational Innovation and Information, 97.
  • IBE (International Bureau of Education). (1997a). Teachers in the change process. Educational Innovation and Information, 93.
  • IBE (International Bureau of Education). (1997b). What education for what citizenship. Educational Innovation and Information, 90
  • IBE (International Bureau of Education). (1996). The Role of Teachers. Educational Innovation and Information, 88.
  • IBE (International Bureau of Education). (1994). Research on comparative education. Educational Innovation and Information, 80.
  • Imants, J. (2002). Restructuring schools as a context for teacher learning. International Journal of Educational Research, 37, 715-732.
  • Lappan, G. ve Le, Y. (2002). Reflections and recommendations. International Journal of Educational Research, 37, 227-232.
  • Morris, P. ve Cogan, J. (2001). A comparative overview: civic education across six societies. International Journal of Educational Research, 35, 109-129.
  • Nieto, S. (2000). “Placing equity front and center: some thoughts on transforming teacher education on a new Century. Journal of Teacher Education, 51, (3),180-187.
  • Nunan, D. (1999). Designing Tasks for the communicative classroom. Cambridge: Cambridge University Press.
  • Pettersson, T., Postholm, M. B., Flem, A. ve Gudmundsdottir, S. (2004). The classroom as a stage and teacher’s role. Teaching and Teacher Education, 20, 589-605.
  • Spiecker, B. ve Steutel, J. (2001). “Multiculturalism, pillarization and liberal civic education in the Netherlands. International Journal of Educational Research, 35, 293-304.
  • Vanderberghe, R. (2002). Teachers professional development as the core of school improvement. International Journal of Educational Research, 37, 653-659.
  • Verloop, N., Driel, J. V. ve Meijer, P. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35, 441-461.
  • Wiske, M. S., Sick, M. ve Wirsig, S. (2001). New technologies to support teaching for understanding. International Journal of Educational Research, 35, 483-501.
APA Tutkun Ö, AKSOYALP Y (2010). 21. yüzyılda öğretmen yetiştirme eğitim programının boyutları. , 361 - 370.
Chicago Tutkun Ömer Faruk,AKSOYALP Yasemin 21. yüzyılda öğretmen yetiştirme eğitim programının boyutları. (2010): 361 - 370.
MLA Tutkun Ömer Faruk,AKSOYALP Yasemin 21. yüzyılda öğretmen yetiştirme eğitim programının boyutları. , 2010, ss.361 - 370.
AMA Tutkun Ö,AKSOYALP Y 21. yüzyılda öğretmen yetiştirme eğitim programının boyutları. . 2010; 361 - 370.
Vancouver Tutkun Ö,AKSOYALP Y 21. yüzyılda öğretmen yetiştirme eğitim programının boyutları. . 2010; 361 - 370.
IEEE Tutkun Ö,AKSOYALP Y "21. yüzyılda öğretmen yetiştirme eğitim programının boyutları." , ss.361 - 370, 2010.
ISNAD Tutkun, Ömer Faruk - AKSOYALP, Yasemin. "21. yüzyılda öğretmen yetiştirme eğitim programının boyutları". (2010), 361-370.
APA Tutkun Ö, AKSOYALP Y (2010). 21. yüzyılda öğretmen yetiştirme eğitim programının boyutları. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 0(24), 361 - 370.
Chicago Tutkun Ömer Faruk,AKSOYALP Yasemin 21. yüzyılda öğretmen yetiştirme eğitim programının boyutları. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 0, no.24 (2010): 361 - 370.
MLA Tutkun Ömer Faruk,AKSOYALP Yasemin 21. yüzyılda öğretmen yetiştirme eğitim programının boyutları. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol.0, no.24, 2010, ss.361 - 370.
AMA Tutkun Ö,AKSOYALP Y 21. yüzyılda öğretmen yetiştirme eğitim programının boyutları. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2010; 0(24): 361 - 370.
Vancouver Tutkun Ö,AKSOYALP Y 21. yüzyılda öğretmen yetiştirme eğitim programının boyutları. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2010; 0(24): 361 - 370.
IEEE Tutkun Ö,AKSOYALP Y "21. yüzyılda öğretmen yetiştirme eğitim programının boyutları." Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 0, ss.361 - 370, 2010.
ISNAD Tutkun, Ömer Faruk - AKSOYALP, Yasemin. "21. yüzyılda öğretmen yetiştirme eğitim programının boyutları". Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 24 (2010), 361-370.