An Evaluation of Turkish Teacher Education System Compared to Other Models in Different Countries
Tayyip DUMAN Savaş KARAGÖZPages: 1-13
Teachers and their education, as the most important elements in educational systems, have been one of the mostly debated issues in Turkish national education system. The success of an education system largely depends on the quality of the teachers who plan and practice teaching and learning process. Reviewing Turkish educational history with a well-established tradition of education reveals a rich experience in teacher training within this tradition. The main objective of this study is to examine teacher training policies and practices from 1848 to these days in Turkey, and to compare the Turkish teacher training system to the current teacher training models applied in different countries.This survey research has been conducted based on the literature review. Not yet completed, some of its recent results obtained are as follows: Teachers in Turkey were regarded as the main agent of educational innovation, and teacher education was discussed as an issue within educational reform. Turkey, to the present day from 1848, the date when first teacher training institution was founded in the country, during the Republican era in particular, had many teacher training institutions and practiced many different training models considering the socio-economic, cultural and political conditions. In spite of some similarities to other models in different countries, Turkish teacher training system shows originality and richness in terms of its features.
View it in PDFInvestigation of The Relationships Between Lifelong Learning And Social Emotional Learning
Mehmet AkcaalanPages: 14-20
The current research aims to investigate the relationship between lifelong learning and social emotional learning. Study group consists of 590 university students (390 females, 200 males) studying in different undergraduate programs in University of Sakarya, Faculty of Education in the Fall Term of 2015.In this research, relationships between the variables of lifelong learning and social emotional learning were investigated. Pearson Product Moment Correlation, Partial Correlation methods were utilized so as to investigate these relationships. As consequence of the research, lifelong learning and social emotional learning scores were correlating significantly. According to these results, it can be discussed that social emotional learning which can be explained as the behavioral reflection of social and emotional skills in a systematical and consistent way, has a positive relationship with lifelong learning which can be defined as all kinds of learning including formal or informal through one's life. Results are discussed within the context of the associated literature.
View it in PDFInvestigation of Pedagogical Formation Certification Program Students’ Attitudes Towards Teaching Profession in Terms Of Some Variables
Zeynep DEMİRTAŞ Gökçe Pınar AKSOYPages: 21-29
The aim of the current study is to determine the attitudes of students who have training on pedagogical formation in order to be assigned as a teacher towards teaching profession. Within the scope of this general aim the following question is sought an answer: Do pedagogical formation certification program students’ attitudes towards teaching profession change significantly in terms of (1) gender, (2) level of education (grade or graduation) (3) department (studying or graduated), (4) faculty/ high school (studying or graduated) variables? The present study has the characteristics of descriptive survey model. The participants include 644 students who take pedagogical formation at 2010- 2011 Academic year Spring term at Sakarya University’s Faculty of Education and who are studying at or graduated from Faculty of Arts and Sciences, Faculty of Fine Arts, Faculty of Theology, School of Physical Education and Sports, Health High School, and School of State Conservatory. Attitude Scale towards Teaching Profession (ASTP), developed by Üstüner (2006), is used as a data collection tool. In order to determine whether total scores obtained from data collection tools differ in terms of variables or not T test, analysis of variance, Mann Whitney U Test and Kruskal Wallis H-test are conducted. According to results, the attitudes of students, taking pedagogical formation, towards teaching profession show significant differences in the sense of faculty/ high school variable and do not show a significant difference with regard to gender and level of education variables. Moreover, attitude scores of students differ in accordance with Faculty of Arts and Sciences and Health High School and do not differ with regards to other departments in other faculties or high schools.
View it in PDFA Study On The Psychometric Features Of The Turkish Version Of The Brief Sensation Seeking Scale (Bsss-8) For Young Adults And The Relation Between Sensation Seeking And Life Satisfaction
Eyup CELİK Mehmet Emin TuranPages: 29-39
The purpose of this study is to adapt the sensation seeking scale for young adults into Turkish and to investigate if the life satisfaction of university students differ significantly in terms of sensation seeking. In addition, it was investigated whether the life satisfaction levels of university students differ significantly in terms of gender. The data for this research was collected from 570 university students. The original form of BSSS-8 consist of 8 items and 4 factors. The scale was subjected to CFA in order to determine the structural validity of its Turkish version and it was found that this version had a single factor structure. The results of the CFA suggested acceptable levels of fit indices (χ2/df = 4.46, RMSEA = .07, GFI =96, CFI = .94, IFI = .94, NFI = .93, AGFI = .93, and NNFI = .91). The reliability coefficient of the scale was found at a level of .79. Furthermore, corrected item total correlation were found to be in a range between .22 and .59. The results suggest that the single factor structure of the scale produces valid and reliable results. In addition, it was found that the life satisfaction levels of university students differ significantly in terms of sensation seeking level, but life satisfaction levels of university students do not differ significantly in terms of gender. The results showed that the life satisfaction levels of students with lower sensation seeking are higher than of students with higher sensation seeking.
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