You are here

Home » Content

ÖĞRETMEN YETİŞTİRME PROGRAMLARINA TEMEL TEŞKİL EDEN İLKÖĞRETİM ÖĞRETMEN YETERLİKLERİNİN GELİŞTİRİLMESİ

THE DEVELOPMENT OF PRIMARY TEACHERS COMPETENCIES AS A BASIS TO INTRODUCE THE STUDY PROGRAMMES OF UNDERGRADUATE TEACHER EDUCATION

Journal Name:

  • Hacettepe Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2009

Key Words:

Keywords (Original Language):

Author Name
Abstract (2. Language): 
In this article the authors establish the key competencies that should be acquired by future teachers in the course of their undergraduate studies. They also develop a model of the factors for which they presume most significantly contribute to the development of the selected competencies. For the selection of competencies and predictors of their development they adapted the model of the REFLEX Project (2009 –) in-line with relevant theories, projects and authors concerning the competencies of primary school teachers. In the empirical part, the authors, among others, prove as follows: (1) the grades of the future primary school teachers during study have only a very limited impact on the acquired competencies studied in the paper; (2) occupational values highly impact the development of all studied competencies; (3) greater inclusiveness of an individual in social networks has a positive impact and statistically significantly contributes to reaching all studied competencies. The authors agree that the future development of the curriculum for primary school teachers should seriously consider these findings.
Bookmark/Search this post with
Abstract (Original Language): 
Bu makalede yazarlar, geleceğin öğretmenlerinin lisans eğitimleri sırasında edinmeleri gereken temel yeterlikleri belirlemişlerdir. Aynı zamanda, belirlenen becerilerin kazanılmasına en fazla katkı sağladığını varsaydıkları faktörlere ilişkin bir model geliştirmişlerdir. Yazarlar, yeterliklerin seçimine ve bu yeterliklerin geliştirilmesine ilişkin yordayıcı unsurlarının belirlenmesine yönelik olarak, ilkokul öğretmenlerinin yeterliklerine ilişkin kuramlar olarak REFLEX Projesi (2009 –) modelini benimsemişlerdir. Yazarlar çalışmaları sırasında bzaı noktalar belirlemişlerdir: (1) geleceğin ilköğretim öğretmenlerinin öğrenimleri esnasında sahip oldukları yeterlikler, bu çalışmada açıklanan edinilmiş beceriler üzerinde yalnızca sınırlı bir etkiye sahiptir; (2) ilköğretim öğretmenlerinin çalışma hayatı esnasında kazandıkları değerler incelenen tüm beceri unsurlarını oldukça fazla etkilemektedir; (3) bireyin sosyal ağlara katılımındaki artış, olumlu bir etki yaratmakta ve incelenen tüm yeterliklerin kazanılmasına istatistiksel olarak katkı sağlamaktadır.. Yazarlar, ilköğretim öğretmenleri için bir müfredatın hazırlanmasında bu bulguların göz önünde bulundurulması gerektiği konusunda hemfikirdirler.
FULL TEXT (PDF): 
PDF icon arastirmax-ogretmen-yetistirme-programlarina-temel-teskil-eden-ilkogretim-ogretmen-yeterliklerinin-gelistirilmesi.pdf
  • 1
60-71
  • Turkish

REFERENCES

References: 

Boyantzis, R. (1982). The Competent Manager – A Model for Effective Performance. New York: Wiley.
Buchberger, F, Campos, B. P. and Kallos D. (eds.) (2001): Zelena knjiga o izobraževanju učiteljev v Evropi /Green
paper on Teacher Education in Europe. Ministrstvo za šolstvo, znanost in šport. Ljubljana. Slovenia.
Day, C. (1999). Developing Teachers, The Challenges of Lifelong Learning. London: Falmer Press.
Delors, J. et al. (1996). Učenje – skriti zaklad: poročilo Mednarodne komisije o izobraževanju za enaindvajseto
stoletje, prepared for UNESCO. Ministrstvo za šolstvo in šport, Ljubljana.
DeSeCo projekt (2001). Definition and Selection of Competencies, OECD. http://www.deseco.admin.ch/
EC (2005). Common European Principles for Teacher Competences and Qualifications.
http://europa.eu.int/comm/education/policies/2010/testingconf-en.html
Eurydice (2002). Key Competences (2002). Survey 5. Brussels: Eurydice, European Unit.
Eurydice (2003). Defining competences and curriculum, European reference points for the teaching profession,
Prepared by Eurydice for study visit (England, April 2003).
Eurydice (2008). Responsibilities and teacher autonomy. Working document. Slovenian Presidency of the European
Union. Brdo, Slovenia. 8–10 April 2008.
Haymore Sandholtz, J. (2002). In-service training or professional development: contrasting opportunities in a
school/university partnership. In: Teaching and Teacher Education, Nr. 18. pp. 815-830.
Hirvi, V. (1996). Change-Education-Teacher Training. In: Tella, S. (ed.). Teacher education in Finland. Helsinki:
University of Helsinki, pp. 11-19.
Istance D. (2008). Directions for Schooling and Educational Innovation from Recent OECD Analyses. Promoting
Innovation and Creativity: Schools' Response to the Challenges of Future Societies. Brdo, Slovenia. 8–10 April
2008.
Klemp, G.O (1980). The Assessment of Occupational Competence, The Competent Manager: A Model for Effective
Performance. New York: Wiley.
Loughran, J. (2006). Developing a Pedagogy of Teacher Education. Understanding Teaching and Learning about
Teaching. New York:Routledge.
McClelland, D. (1988). How motives, skills and values determine what people do? American Psychologist, 40, pp.
812-825.
Medveš, Z. (2006). Informativni in formativni nivo v kurikularnem načrtovanju. Vzgoja in izobraževanja, 37, 1, pp.
19-21.
OECD (1999). In-service Training and Teacher Professional Development, Paris.
OECD (2001). Knowledge Management in the Learning Society. Paris.
Razdevšek Pučko, C. (2006). Study strategies: Study Outcomes, Methods of learning and instruction, assessment. In:
Tancig, S. in Devjak, T. (ur.), Contributions for Modernisation of Educational Studies Programmes, Ljubljana:
Pedagoška fakulteta, pp. 278-287.
Razdevšek Pučko, C. , Rugelj, J. (2006). Competencies in teachere education.V: Tancig, S. in Devjak, T. (ur.),
Contributions for Modernisation of Educational Studies Programmes, Ljubljana: Pedagoška fakulteta, pp. 30-44.
REFLEX project (2009-). Research into Employment and Professional FLEXibility is a 6th Framework project of the
European Commission. http://www.fdewb.unimaas.nl/roa/reflex/
Schroder, H. (1989). Managerial Competence: The Key to Excellence. Dubuque, IA: Kendall-Hunt.
Spencer, L. M. and Spencer, S. M. (1993). Competence at Work: Models for Superior Performance. New York:
Wiley.
Tuning working paper (2004): Student Workload. The Tuning Approach. March. http://tuning.unideusto.org/tuningeu/
Teichler, U. (2009). Higher Education and the World of Work. Sense Publishers.
Tom, A. R. (1997). Redisigning Teacher Education. New York: State University of New York.
Wenger, E., McDermott, R. A. in Snyder, W. (2002). Cultivating Communities of Practice: a Guide to Managing
Knowledge. Boston: Harvard Business School Press.
Zgaga, P. (2007). Prenova izobraževanja učiteljev v vetrovih evropskih reform visokega šolstva. V: Devjak, T. in
Zgaga, P. (ur.), Prispevki k Posodobitvi študijskih Pprogramov II. Ljubljana:

Thank you for copying data from http://www.arastirmax.com