The problem of quality of qualified professional teacher training in Turkey

Authors

DOI:

https://doi.org/10.15587/2519-4984.2024.311395

Keywords:

autonomy, teacher, content, qualification, competency, educational program, training, professional training, standards, quality, Turkey

Abstract

The education system of Ukraine is at the stage of European integration changes and internal modernization processes. The characteristic trends of this period are the realization of one's own national experience, its comparison with European and world traditions, as well as the need to analyze and highlight the most effective progressive ideas and advanced concepts that exist in the world space, the possibility of their adaptation to the needs of national education. Therefore, institutions of higher education must train qualified teachers, creative, possessing a high level of pedagogical skills, realizing their own autonomy and capable of developing original solutions. The novelty of the problematics of the studied topic is that the problem of the quality of professional training of a qualified teacher in Turkey has not yet found a comprehensive reflection and systematic generalization in the Ukrainian scientific and pedagogical discourse. Therefore, the goal of the study was to formulate the problem of the quality of professional training of a qualified teacher in Turkey. To implement the goals and objectives of scientific research, the authors relied on the following materials and methods of scientific research: 1) theoretical – analysis of scientific databases, electronic repositories of institutions of higher education, scientific institutions and libraries where dissertation abstracts, scientific publications and other scientific works are stored; systematization and generalization of research results; 2) empirical – conversations, correspondence with Turkish scientists and university professors; pedagogical supervision. The authors formulated the problem of the quality of training of a qualified teacher, which is a widely discussed problem for many years in the world and in Turkey itself, which proves the need to rethink the definition and boundaries of the teaching profession. On the basis of the generalization and systematization of the obtained results, the authors formulated the concept of "qualified teacher" – this is a novice teacher who has successfully completed training on an accredited educational program of initial teacher training. Scientific and practical recommendations on the use of constructive ideas of the Turkish experience to improve the quality of teacher training in the system of continuous pedagogical education of Ukraine are substantiated

Author Biography

Nadiia Postryhach, Ivan Ziaziun Institute of Pedagogical Education and Adult Education of the National Academy of Pedagogical Sciences of Ukraine

Doctor of Science in Education, Senior Researcher, Senior Research Assistant

Department of Foreign Pedagogical and Adult Education Systems

References

  1. Грицькова, Н. В. (2011). Особливості соціально-професійної мобільності вчителя в умовах сучасної середньої школи. Науковий вісник Донбасу, 1. Available at: https://nvd.luguniv.edu.ua/archiv/NN13/11gnvsss.pdf
  2. Біляковська, О. (2019). Проблеми якості професійної підготовки майбутніх вчителів: рефлексії польських та українських науковців. Uniwersytet Humanistyczno-Przyrodniczy im. Jana Długosza w Częstochowie. Pedagogika. Studia i Rozprawy, XXVIII, 97–110. Available at: http://dlibra.bg.ajd.czest.pl:8080/Content/6078/9_Bilyakovska_Pedagogika_28.pdf
  3. Головіна, О. (2020). Професійний стандарт вчителя. Лілія Гриневич про його важливість і необхідність. НУШ. Available at: https://nus.org.ua/articles/profesijnyj-standart-vchytelya-liliya-grynevych-pro-jogo-vazhlyvist-i-neobhidnist/
  4. Harvey, L. (2007). The epistemology of quality. Perspectives in Education, 25 (3), 1–13. Available at: https://www.qualityresearchinternational.com/Harvey%20papers/Harvey%202007%20Epistemology%20of%20Quality.pdf
  5. Schindler, L., Puls-Elvidge, S., Welzant, H., & Crawford, L. (2015). Definitions of Quality in Higher Education: A Synthesis of the Literature. Higher Learning Research Communications, 5 (3), 3–13. https://doi.org/10.18870/hlrc.v5i3.244
  6. Stronge, J. H. (2007). Qualities of effective teachers. Association for Supervision and Curriculum Development, 219. Available at: http://www.daneshnamehicsa.ir/userfiles/files/1/6-%20Qualities%20of%20effective%20teachers.pdf
  7. Tarhan, O. (2015). The State of In-Service Training of Teachers and Teacher Training in National Education Councils. Procedia – Social and Behavioral Sciences, 197, 378–381. https://doi.org/10.1016/j.sbspro.2015.07.152
  8. Sahin, I. (2014). The Quality Issues on Teacher Training in Turkey: The Case of Prospective Teachers. Middle-East Journal of Scientific Research, 21 (5), 808–817.
  9. Çelik, R. (2017). Quality and Diversity: Reconsidering John Dewey and Some Fundamental Problems of Teacher Training System in Turkey. Sustainable Multilingualism, 11 (1), 54–71. https://doi.org/10.1515/sm-2017-0013
  10. Cпіцин, Є. С., Черниш, В. В. (2021). Особливості практичної педагогічної підготовки майбутніх учителів іноземних мов у країнах Західної Європи. Іноземні мови, 3, 51–59. https://doi.org/10.32589/1817-8510.2021.3.241162
  11. Про затвердження Концепції розвитку педагогічної освіти (2018). Наказ МОН України № 776. 16.07.2018. Available at: https://mon.gov.ua/npa/pro-zatverdzhennya-koncepciyi-rozvitku-pedagogichnoyi-osviti
  12. Convery, A., Koksa, N. (2010). Comparing Teacher Standards and Competencies in England and Turkey: How Pre-service Teachers Understand and Interpret Them. ECER. Available at: https://eera-ecer.de/ecer-programmes/conference/3/contribution/4978/
  13. Teaching Profession Law (2022). Law No. 7354. 03.02.2022. Resmi Gazete, 31750. Available at: https://www.resmigazete.gov.tr/eskiler/2022/02/20220214-1.htm
  14. Кючюк, Д. Р. (2017). Організаційно-педагогічні умови підготовки вчителів у вищих навчальних закладах Республіки Туреччина в умовах інтеграційних процесів (друга половина ХХ – початок ХХІ століття). [Автореф. дис. ... канд. пед. наук; Житомирський університет імені Івана Франка]. Available at: https://core.ac.uk/download/pdf/83535002.pdf
  15. Dogan, S., Oktay, Y., Günay, E. T. (2024). Teaching Profession Law According to the Perspective of Union Representative Teachers. Journal of Qualitative Research in Education, 37, 220–246. https://doi.org/10.14689/enad.37.1659
  16. Çakmak, S., Faslı, F. G., Baskan, G. A. (2013). Analysing Teacher Training and Education Systems in England, Turkey and Turkish Republic of Northern Cyprus and Offering Suggestions for the Problems Encounted in Teacher Training in Turkish Republic of Northern Cyprus. Procedia - Social and Behavioral Sciences, 89, 798–805. https://doi.org/10.1016/j.sbspro.2013.08.935
  17. MEB 2023 Eğitim Vizyonu (2020). Available at: https://www.gmka.gov.tr/dokumanlar/yayinlar/2023_E%C4%9Fitim%20Vizyonu.pdf
  18. General Competencies of Teaching Profession (2017). MEB. Ankara: Directorate General for Teacher Training and Development, 23. Available at: https://oygm.meb.gov.tr/meb_iys_dosyalar/2018_06/29111119_TeachersGeneralCompetencies.pdf
  19. Erçetin, Ş. Ş., Açikalin, Ş. N., Akbaşli, S., Çevik, M. S., Görgülü, D., Güngör, H., Çelik, M. (2019). Main Problems Of Turkish Education System And Current Discussions On Education. Ankara: Iscass Uluslararasi Bilgim Dernegi, 114. Available at: http://iscass.org/uploads/img/tes-sorunlari-kitapcik-isbn.pdf

Published

2024-09-19

How to Cite

Postryhach, N. (2024). The problem of quality of qualified professional teacher training in Turkey. ScienceRise: Pedagogical Education, (3(60), 40–46. https://doi.org/10.15587/2519-4984.2024.311395

Issue

Section

Pedagogical Education