The Effectiveness of a Secondary Teacher Education Graduate Program According to Administrators, Faculty Members and Students

By Ünver, Gülsen; Bümen, Nilay T. et al. | Kuram ve Uygulamada Egitim Bilimleri, Summer 2010 | Go to article overview

The Effectiveness of a Secondary Teacher Education Graduate Program According to Administrators, Faculty Members and Students


Ünver, Gülsen, Bümen, Nilay T., Basbay, Makbule, Kuram ve Uygulamada Egitim Bilimleri


Abstract

The purpose of this case study is to examine the effectiveness of a Secondary Teacher Education Graduate Program. We collected qualitative data through interviews with two graduate school directors, five department heads, 58 faculty members and five students at Ege University. We conducted a descriptive analysis technique on the data. According to the results, there are many problems concerning the program such as high quotas of students, unsatisfactory selection of students, lack of motivation for the program and the courses both among the students and the faculty members, insufficiency of the faculty members in the areas of knowledge and pedagogy, inefficiencies in the management of the courses (especially of the practical courses), lack of specific institutions and persons responsible for the program. Furthermore, the program does not reflect the innovations in teaching and the changes in secondary education. The participants mainly suggested administrative solutions for the program.

Key Words

Secondary Teaching, Teacher Training, Pre-service Teacher Education Curricula.

Teacher training is one of the most significant factors that affect the quality of secondary education (Rots & Aelterman, 2008; Volante, 2006). In some countries, secondary teacher education is carried out at undergraduate level (e.g. Poland) and in some others at graduate level (e.g. the Netherlands) (Şahin, 2006). In France, teacher training is examination-focused but at the same time includes more teaching practice compared to its counterpart in Turkey (Foster, 2000). Akyüz (1993) and Esme (2001) consider 1948-the date when DarülmuallimÎn was opened, as a significant start for teacher training in Turkey (Milli Egitim Bakanligi Ögretmen Yetistirme ve Egitimi Genel Müdürlügü [MEB ÖYEGM], 1995). When secondary teacher training from this date until 1982 is scrutinized, it is observed that many institutions have been opened and closed, such as DarülmuallimÎn-i Âliye, Yüksek Ögretmen Okullari, Egitim Enstitüleri, and that the names of the institutions were changed. The secondary teacher education has been carried out by universities since 1982, first as pedagogical formation then as graduate programs. Secondary Teacher Education Graduate Program (STEGP) was initiated in 1997 (YÖK, 1998a; YÖK, 1998b; YÖK, 2005) constituting a shift to graduate studies, later, in 2007 and 2008 (YÖK, 2006; YÖK, 2008); some alterations were made (based on Resmi Gazete, 1983) to the titles, credits, and descriptions of the courses. Graduates from the faculties of science and faculties of arts can apply for the program and attend teacher education courses for three semesters. This article presents the results of a study that investigates the effectiveness of the 1997 version of this program which includes 14 courses of 45 credits for three semesters.

The studies which assess the program from a general point of view have revealed that STEGP have some benefits for the students (Aycan, Aycan & Türkoguz, 2005; Çakiroglu & Çakiroglu, 2003; Deniz, Görgen & Sahin, 2005; Memduhoglu & Topsakal, 2009), and most believe that the program has changed their perspectives (Aycan et al., 2005; Baser, Günhan & Yavuz, 2005). On the other hand, Baser et al. (2005), Eryilmaz (2005), Kaya-Sengören et al. (2007) and Ünal and Özsoy (2004) have set forth the insufficiency of the program in providing teaching competency. Additionally, in many studies, students have declared that they find the program duration long (Aycan et al., 2005; Baser et al., 2005; Deniz et al., 2005; Karakus, 2008; Semerci & Çerçi, 2002, 2005). Karakus (2008) and Aycan et al. (2005) set put forth that the students consider the program not as a graduate program but as a teaching certificate program (see, Kavcar, 1999).

Purpose

The study is a part of a longitudinal project (Ünver, Bümen & Basbay, 2008) that evaluates all the courses in the program and their effectiveness with regard to the views of the main stakeholders of the program (administrators, faculty members, students). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Effectiveness of a Secondary Teacher Education Graduate Program According to Administrators, Faculty Members and Students
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.