Orta öğretim kurumlarına öğretmen yetiştirmede üniversite öğretiminin önemi
Başlık çevirisi mevcut değil.
- Tez No: 52001
- Danışmanlar: PROF.DR. TANJU GÜRKAN
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1995
- Dil: Türkçe
- Üniversite: Ankara Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 301
Özet
Özet yok.
Özet (Çeviri)
215 SUMMARY The Turkish education system has been changed and renovated on a linear progression since the beginning of the Republic era, and major steps have been taken in the many fields related with education. Within the framework of these improvements, great effort has been given to bring the level of the teacher aspect to the heighest point both in quality and quantity, in every period. However, the ever-increase in the dynamics of politics and society up to the 1980's has affected the educational system in Turkey and indirectly the efforts of teacher training, and has led to some unfoworable conditions in practice Nevertheless, the decisions made at the XI. National Education Council meeting held in 1982, as well as the model in introduced, has involved decisions to a great extent to elimanate the problems pertraining pre-1982. In the same year, the duty and responsibility of teacher training has been taken over by universities. Nonetheless, it has been observed that different opinions are being postulated in various publications, meetings and panels on the teacher training system practised by universities, in the recent years especially by the Ministry of National Education (MEB) One of these beliefs is that universities can't do good teacher training. Hence, a necessity has arisen to determine whether teachers, graduating from educational facilties within universities and those graduating from other universities, departments of which are science or Literature, engineering - architecture or social sciences (Ankara University) who have fulfilled the teaching certificate programme organized by the Ministry of National Education, are efficient in teaching attitudes or not and whether the current teacher training programme216 is sufficient or not. This necessity is owing to the criticisms made and serves as an answer. For this reason the basic aim of this research is to compare the two set of teachers, those trained by the Ministry and those graduating from universities, and in the light of the findings to reach to an answer to the question whether teachers are trained better by“The Ministry of National Education”or“Higher Education Institutions Within Universities”by determining the teachers' attitude towards the profession of teaching and his/her behavior in class. To attain the goal of the project the data collected are based on the Minnesota Teacher Attitudes Inventory and in-Class Teacher Behavior Observation results, with an extensive reference study, One of the measurement instruments used in the research is the Minnesota Teacher Attitudes Inventory which is a scale consisting of 150 articles expressing attitude. And the in-class observation form has been devised by the researcher, which is a scale of 32 articles measuring the teacher behavior in-class as a whole. Besides, questions have been added on the answer sheet of the behavior inventory which is regarded necessary for this research and which involves personal information about teachers. The research started during the 1992 - 1993 academic year, second semester with a pre-application on the validity and accuracy of measurement instruments used in the research. The pre-application has been actualized in 10 secondary education locations, in the counties of Ankara selected at random, on 75 teachers of 7 different fields of study. As for the accuracy of the instrument, it has been dane according to the data, collected from 939217 teachers. As for the validity ad accorancy of the observation form assessed for the teachers' in-class behavior 35 teachers of the same group have been observed three times by two different observers, and thus the last form to the meassurement instrument has been given. The research has been limited to the 66 secondary education schools selected at random in 7 central counties of Ankara in the 1993 - 1994 academic year, and has been completed by the application of the Minnesota Teacher Attitudes Inventory an 939 teachers in 7 different fields, and also by the application of in-class observer form actualized systematically by two observers three times each on 1 87 teachers, and thus 7 has been completed in one academic year. The measurement instruments used in the actualization of the research has been applied on teachers who are graduates of higher education institutions within the Ministry of National Education and the Universities. The points obtained by the Minnesota Teacher Attitude Inventory and the observation points obtained related to the in-class teacher behavior and the statistical analyses of data on the personal information of teachers have been realized at the Hacettepe University Information Processing Office and at the Department of Statistics in the Faculty of Sciences and Letters, of the same university. The statistical methods in the processing and evaluation of data have been determined as follows: a. The analysis of personal information.218 b. First a one-way variance analysis has been made to determine whether there is a significant difference between the average point of teachers' attitude and behavior, who graduated from higher education institutions within Ministry of National Education and universities, and the independent variables. On finding out that the analysis resulted in a significant, way, by means of the Duncan Test, the significance of the difference between or among the groups has been tested. c. The average point of attitude and in-class observation has been indicated on a histogram, determined by the higher education institutions the teachers graduated from. d. The relation between the teachers' attitude and in-class observation points has been calculated with the Pearson Moment Correlation Coefficient (r). e. Whether the difference between the teachers' attitudes and in-class observation point according to the teachers' field of teaching is significant on the level of a = 0.05 has been tested with the t test. For statistical significance a = 0.05 level has been selected. Based on the findings of the research, consequently it has been determined that the difference in arithmetic averages on attitude and in-class behavior, between the group of teachers who are graduates of two different institutions is not significant, and indeed that the arithmetic averages on teacher's attitudes and in-claşs teaching behavior are higher for teachers who graduated from various faculties of letters and those who graduated from the219 Faculty of Language, History, Geopraphy, and Letters within Ankara University (D.T.C.F.) than for those who graduated from higher education institutions within Ministry of National Education. In addition, it has been determined that the sex, promotion level, and the number of students in the class has no important influence on the attitude and observation points. As a result, it has been concluded that the claims of Ministry of National Education that universites don't train qualified teachers are invalid. Based on these results, same suggestions are introduced as regards the provision of the development of teachers' attitudes and in-class behavior.
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