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Tanımlayıcı Bir Durum Çalışması: Alternatif Bir Öğretmen Yetiştirme Programı

A Descriptive Case Study: An Alternative Teacher Preparation Program

Journal Name:

  • Ege Ünivesitesi Ege Eğitim Dergisi/Ege Eğitim Online

Publication Year:

  • 2011

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this case study is to describe the structural and procedural components of an alternative teacher preparation program (TEEMS) as administered by the MSIT Department at Georgia State University. For this purpose, the features, functions, content, and administrative process of program are addressed. The findings gained from this study may enlighten researches and activities and also may help decision making process on the subject of secondry teacher education in the Country of Turkey. Therefore, the findings of this study seem to be important. Especially, in our county, the politics and decisions of secondary teacher education has been constantly changing and seeking a consistent system and program has been intensifying nowadays. For these reason, examining diffent examples seems to be important. This single, holistic case study included document analysis with the opinions of program administrator and educators. As the result of analyses, general structure, conditions for admission, program content, financial features, consultancy services, graduation requirements, job opportunities, and program evaluation themes emerged.
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Abstract (Original Language): 
Bu çalışmanın amacı ortaöğretime öğretmen yetiştirmede alternatif bir program olan ve Georgia State Üniversitesi’nde yürütülmekte olan TEEMS (Teacher Education in English, ESOL, Mathematics, Middle Level Education, Social Studies, and Science) programının yapısının ve işleyişinin betimlenmesidir. Bu amaçla programın özellikleri, işlevleri, içeriği ve yönetsel açıdan işleyişi ele alınmıştır. Bu çalışmadan sağlanacak bulgular Türkiye’de ortaöğretime öğretmen yetiştirme konusunda yapılacak araştırma ve etkinliklere ışık tutabileceğinden; alınabilecek kararlara yardımcı olabileceğinden dolayı önemli görülmektedir. Özellikle ülkemizde ortaöğretime öğretmen yetiştirme politika ve kararlarının sıkça değiştiği, tutarlı bir sistem ve program arayışının yoğunlaştığı bu günlerde farklı örneklerin incelenmesi önemli görülmektedir. Durum çalışması niteliğindeki bu çalışma dokuman analizi ile program yönetici ve eğiticilerinin görüşlerini içermektedir. Analizler sonucunda genel yapı, kabul koşulları, program içeriği, finansal özellikler, danışmanlık hizmetleri, mezuniyet koşulları, iş olanakları ve program değerlendirme temalarına ulaşılmıştır.
FULL TEXT (PDF): 
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  • 1
74-98
  • Turkish

REFERENCES

References: 

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