Türkiye’de Ögretmen Egitimi: Erken Cumhuriyet Dönemi’nden Günümüze Gerçeklesen Degisimlerin Analizi
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Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Gazi Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalismada alanyazin incelemesine dayali olarak Erken Cumhuriyet Dönemi’nden günümüze Türkiye’de ögretmen egitimi alaninda gerçeklesen temel degisimler analiz edilmektedir. Bu degisimler yedi dönem altinda tartisilmaktadir: Erken Cumhuriyet Dönemi ögretmen egitimi (1923-1937), halk egitimi odakli ögretmen egitimi (1938-1954), yapisal degisimler-kisa dönemli çözümler isiginda ögretmen egitimi (1955-1981), akademik disiplin odakli ögretmen egitimi (1982-1997), mesleki gelisim odakli ögretmen egitimi (1998-2005), akademik disiplin odakli ögretmen egitimine dönüs (2006-2017) ve esnek program odakli ögretmen egitimi (2018-günümüz). Bu tarihsel analiz, bazi degisimlerin önemli girisimler ve yaklasimlar olarak ögretmen egitiminin niteliginin gelistirilmesine önemli katkilar sagladigini, diger bazi degisimlerin ise ögretmen egitiminin yönünün ne olmasi gerektigi konusunda yasanan kararsizliklar içinde var olan programlarin kapsamli degerlendirmesi yapilmadan atilan adimlar oldugunu göstermektedir. Ögretmen egitimi ile ilgili dikkat çeken önemli sorunlar arasinda nicel kaygilarla kisa dönemli uygulamalara basvurarak ögretmen yetistirilmesi, uygulamadan uzaklasan akademik disiplin odakli ögretmen egitimi anlayisinin programlarin belirlenmesinde etkili olmasi ve program çesitliligi ya da esnekligi ilkesinin ögretmen egitiminde amacina yönelik olarak kullanilamamasi yer almaktadir. Ögretmen egitimi programlarinda nitelige dönük atilacak adimlar, tüm paydaslarin etkin katilimi ile ögretmen egitiminin temelinde yatan degerler ve çagdas yaklasimlarin mesleki gelisim ilkesi çerçevesinde yeniden degerlendirilmesini gerektirmektedir.
This study analyzes the fundamental changes in teacher education in Türkiye from the Early Republican Era to the present based on a review of the literature. These changes are discussed under seven periods: Early Republican Era teacher education (1923-1937), public education-focused teacher education, (1938-1954), teacher education in the light of structural changes-short-term solutions (1955-1981), academic disciplines-focused teacher education (1982-1997), professional development-focused teacher education (1998-2005), return to academic disciplines-focused teacher education (2006-2017), and flexible program-focused teacher education (2018-Present). This historical analysis reveals that some changes are significant initiatives and approaches that have contributed to improving the quality of teacher education; however, others are shown to be steps taken without comprehensive evaluation of existing programs, amid uncertainties about the direction of teacher education. Among the notable issues related to teacher education are the tendency to adopt short-term practices based on quantitative concerns in teacher education, the influence of the academic disciplines-focused teacher education approach in determining programs, drifting away from practice, and the inability to effectively utilize the principles of program diversity or flexibility in teacher education towards its intended purpose. Steps towards quality improvement in teacher education programs necessitate the reconsideration of underlying values and contemporary approaches to teacher education within the framework of professional development principles with the active participation of all stakeholders.
This study analyzes the fundamental changes in teacher education in Türkiye from the Early Republican Era to the present based on a review of the literature. These changes are discussed under seven periods: Early Republican Era teacher education (1923-1937), public education-focused teacher education, (1938-1954), teacher education in the light of structural changes-short-term solutions (1955-1981), academic disciplines-focused teacher education (1982-1997), professional development-focused teacher education (1998-2005), return to academic disciplines-focused teacher education (2006-2017), and flexible program-focused teacher education (2018-Present). This historical analysis reveals that some changes are significant initiatives and approaches that have contributed to improving the quality of teacher education; however, others are shown to be steps taken without comprehensive evaluation of existing programs, amid uncertainties about the direction of teacher education. Among the notable issues related to teacher education are the tendency to adopt short-term practices based on quantitative concerns in teacher education, the influence of the academic disciplines-focused teacher education approach in determining programs, drifting away from practice, and the inability to effectively utilize the principles of program diversity or flexibility in teacher education towards its intended purpose. Steps towards quality improvement in teacher education programs necessitate the reconsideration of underlying values and contemporary approaches to teacher education within the framework of professional development principles with the active participation of all stakeholders.
Açıklama
Anahtar Kelimeler
Ögretmen egitimi, Ögretmen egitimi yaklasimlari, Ögretmen egitiminde degisim, Tarihsel analiz
Kaynak
Türk Egitim Bilimleri Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
23
Sayı
1
