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A LOOK AT PRE-SERVICE TEACHER TRAINING AND ITS CHALLENGES IN POST-SOVIET KYRGYZSTAN AND TURKEY

Year 2022, Volume: 6 Issue: 10, 29 - 41, 31.12.2022

Mirgül Enterieva

https://doi.org/10.56677/mkuefder.1144697
Cited By: 1

Abstract

The study aimed to compare and identify the similarities, differences and challenges in pre-service teacher training practices implemented in Kyrgyzstan and Turkey within the scope of university admission requirements, educational processes, teaching experience, evaluation processes and to develop specific recommendations. For this purpose, a comparative research method and the qualitative document analysis method were employed. In line with the purpose of the research, a literature survey was conducted. An analysis was performed in the context of literature survey. Accordingly, some differences, similarities and related challenges were determined in some practices between Turkey and Kyrgyzstan were determined. Based on the results of the study, some suggestions were presented on the practices of teacher training in Kyrgyzstan and Turkey.
Keywords: Comparison, teacher, Turkey

Keywords

: Comparison teacher Turkey

References

  • Akdemir, A. (2013). Türkiye’de öğretmen yetiştirme programlarının tarihçesi ve sorunları. Turkish Studies - International Periodical for The Languages, Literature and History of Turkish or Turkic, 8(12), 15-28.
  • Asian Development Bank. (ADB, 2015). Assessment of Hıgher Educatıon Kyrgyz Republıc. https://www.adb.org/sites/default/files/institutional-document/175940/higher-education-kgz.pdf
  • Aykaç, N., Kabaran, H., & Bilgin, H. (2014). Türkiye’de ve bazı Avrupa Birliği ülkelerindeki öğretmen yetiştirme uygulamalarının karşılaştırılmalı olarak incelenmesi (Almanya, Finlandiya, Fransa, İngiltere ve Türkiye Örneği) [Comparative analysis of teacher training practices in Turkey and some European Union countries (Example of Germany, Finland, France, England and Turkey)]. Turkish Studies, 9(3), 279-292.
  • Baskan, G. (2001). Öğretmenlik mesleği ve öğretmen yetiştirmede yeniden yapılanma [Restructuring in the teaching profession and teacher training]. Journal of Hacettepe University Faculty of Education, 20, 16-25.
  • Canbulat, M., & Kutluca-Canbulat, A.N. (2015). Avusturya ve Türkiye’de öğretmen adayı belirleme süreci [The process of determining teacher candidates in Austria and Turkey]. Pegem Journal of Education and Training, 5(1), 113-132, http://dx.doi.org/10.14527/ pegegog.2015.006.
  • Ergun, M., & Ersoy, Ö. (2014). Hollanda, Romanya ve Türkiye'deki sınıf öğretmeni yetiştirme sistemlerinin karşılaştırılması [Comparison of primary school teacher training systems in the Netherlands, Romania and Turkey]. Kastamonu Journal of Education, 22(2), 673-700.
  • Eurydice. (2010). Organization of the Turkish Education System, 2009-2010. Eurydice Report. Luxembourg: Publications Office of the European Union.
  • DeYoung, A.J., & Santos, C. (2004). Central Asian educational issues and problems. In S.P. Heyneman and A. DeYoung (Eds.) The challenges of education in Central Asia, Greenwich, Connecticut: Information Age Publishing Inc. 65-80.
  • DeYoung, A. J. (2006). Problems and trends in education in Central Asia since 1990: The case of general secondary education in Kyrgyzstan. Central Asian Survey, 25(4), 499-514.
  • DeYoung, A. J. (2007). The erosion of vospitaniye (social upbringing) in post-Soviet Kyrgyzstan: Voices from the schools. Communist and Post-Communist Studies, 40(2), 239-256.
  • De Young, A. J. (2002). West Meets East in Central Asia: Competing Discourses on Secondary Education Reform in the Kyrgyz Republic. U.S. Department of Education Office of Educational Research and Improvement. https://files.eric. ed.gov/fulltext/ ED465476. pdf.
  • DeYoung, A. J. (2010). Embracing globalization: university experiences among youth in contemporary Kyrgyzstan. Central Asian Survey, 29(4), 421-434.
  • Kilimci, S. (2006). Almanya, Fransa, İngiltere ve Türkiye’de Sınıf Öğretmeni Yetiştirme Programlarının Karşılaştırılması (Yayınlanmamış doktora tezi) [Comparison of Classroom Teacher Training Programs in Germany, France, England and Turkey (Unpublished doctoral dissertation], Çukurova University, Adana.
  • Khamsi, G.S., Mossayeb, S., & Ridge, N. (2007). Curriculum & student assessment, Pre-service teacher training. An assessment in Tajıkıstan & Kyrgyzstan. Columbia University: Teachers College.
  • Külekçi, E., & Bulut, L. (2010). Türkiye ve ABD’ deki öğretmen yetiştirme sistemlerinin karşılaştırılması [Comparison of teacher training systems in Turkey and the USA]. International Conference on New Trends in Education and Their Implications (pp. 210–215), Antalya-Turkey.
  • Министерство Образования и Науки Кыргызской Республики (МОиН, Ministry of Education and Science of the Kyrgyz Republic, 2015). Государственный образовательный стандарт высшего профессионального образования по направлению ‘Педагогическое образование’ – бакалавриат и магистратура [State educational standard of higher professional education in the direction of ‘Pedagogical education’ - bachelor's and master's programs]. 350. № 1179/1. http://edu.gov.kg/ru/high-education/high-edu-docs/.
  • Министерство Образования и Науки Кыргызской Республики (МОиН, Ministry of Education and Science of the Kyrgyz Republic, 2016). Закон КР о статусе учителя [Law of the Kyrgyz Republic on the status of a teacher]. http://edu.gov.kg/ru/normativnopravovaja-baza/zakony/8-zakon-kyrgyzskoj-respubliki-o-statuse-uchitelja.html.
  • Mamytov, A., & Akulova, B. (2011). Состояние и перспективы подготовки педагогических кадров в Кыргызстане со средним профессиональным образованием [Status and prospects for the training of teachers in Kyrgyzstan with secondary vocational education]. http://www.mugalim.kg/ru/publicatio/ 173-mamytov-a sosto yanie -i-perspektivy-podgotovki-pedagogicheskix.
  • Milli Eğitim Bakanlığı (MEB, Ministry of National Education, 2012). 12 Yıllık Zorunlu Eğitime Yönelik Uygulamalar No'lu Genelge [Applications for 12-Year Compulsory Education Circular No.], Ankara.
  • Milli Eğitim Bakanlığı (MEB, Ministry of National Education, 2012). Öğretmen adaylarının milli eğitim bakanlığına bağlı eğitim öğretim kurumlarında yapacakları öğretmenlik uygulamasına ilişkin yönerge [The directive regarding the teaching practice that teacher candidates will make in educational institutions affiliated to the Ministry of National Education.]. http://mevzuat.meb.gov.tr/html/102.html.
  • Milli Eğitim Bakanlığı (MEB, Ministry of National Education, 2018). 2023 Eğitim Vizyonu. Ankara: MEB.
  • Общереспубликанский Тест (ORТ, Republican Test, 2016). http://www.testing.kg
  • Open Society Institute. (2002). Education development in Kyrgyzstan, Tajikistan and Uzbekistan: Challenges and ways forward. https://www.opensociety foundations.org/reports/ education-development-kyrgyzstan-tajikistan-and-uzbekistan.
  • Özoğlu, M. (2010). Türkiye’de öğretmen yetiştirme sisteminin sorunları [Problems of teacher training system in Turkey]. SETA, 17.
  • Resmi Gazete (Official Newspaper) (1981). Yükseköğretim kanunu. Kanun No: 2547, Kabul Tarihi: 04.11.1981, Sayı: 17506 [Higher education law. Law No: 2547, Date of Adoption: 04.11.1981, No: 17506.].
  • Sablonniere, R., Taylor, D., & Sadykova N. (2009). Challenges of applying a student-centered approach to learning in the context of education in Kyrgyzstan. International Journal of Educational Development, 11(42), 7.
  • Silova, I., & G. Steiner-Khamsi (eds.) (2008). How NGOs React. Globalization and Education Reform in the Caucasus, Central Asia and Mongolia. Bloomfield, CT, Kumarian Press. http://www.tc.columbia.edu/faculty/steinerkhamsi/publications/Gitas%20Professional %20Files/Chapters%20in%20edited%20voluМОиН/Unwrapping2008.pdf.
  • Silova, I. (2009). The crisis of the post-Soviet teaching profession in the Caucasus and Central Asia. Research in Comparative and International Education, 4(4), 366-383.
  • Seferoğlu, S. S. (2004). Öğretmen yeterlikleri ve mesleki gelişim [Teacher competencies and professional development]. Education in the Light of Science and Reason, 58, 40-45.
  • Şişman, M. (2011, April). Küreselleşme Sürecinde Eğitim Bilimleri ve Öğretmen Yetiştirmede Lisansüstü Eğitimin Yeri. I. Uluslararası Eğitim Bilimleri Kongresi, Küresel Gelişmeler Işığında Lisansüstü Eğitimin Durumu ve Geleceği. Kırgızistan-Türkiye Manas Üniversitesi, Bişkek
  • Şişman, M., & Arı, A. (2009). Kirgizistan’da eğitimin temel problemleri ve öğretmenlerin hizmet içi eğitim ihtiyacı [The main problems of education in Kyrgyzstan and the need for in-service training of teachers]. Kyrgyzstan-Turkey Manas University Journal of Social Sciences, 21, Bishkek-Kyrgyzstan.
  • Papieva, J. (2006). Pre-service teacher education in Central Asia. Quality in education: Teaching and leadership in challenging times, 2, 779-787 http://ecommons.aku.edu/cgi/ viewcontent.cgi?article=1115&context=book_ chapters.
  • Teshebaeva, G. Y. (2015). Some ways of reforming the higher education system in Kyrgyzstan. М. Рыскулбеков атындагы Кыргыз экономикалык университетинин кабарлары [News of the M. Ryskulbekov Kyrgyz Economic University], (3), 167-168. https://elibrary.ru /item.asp?id=4571456 1.
  • The United Nations Children's Fund (UNICEF). (2009). Стратегии выживания школ в Кыргызской Республике: Анализ нехватки учителей на уровне школ [School survival strategies in the Kyrgyz Republic: Analyzing the teacher shortage at the school level]. ISBN978-9967-25-663-7.
  • Uslu, B. (2022). From PISA and TIMSS to YKS: Comparing International and National Exams within Educational Policy Context. Eğitimde Kuram ve Uygulama, (-), 1-5. DOI: 10.17244/ eku.1054071
  • Uygun, S., Ergen, G., & Öztürk, İ. H. (2011). Türkiye, Almanya ve Fransa’da öğretmen eğitimi programlarında uygulama eğitiminin karşılaştırılması [Comparison of practical training in teacher education programs in Turkey, Germany and France]. Elementary Education Online, 10(2), 389–405.
  • Wach, E., & Ward, R. (2013). Learning about qualitative document analysis. IDS Practice Papers.https://www.researchgate.net/publication/259828893_Learningabout_ Qualitative_Document_Analysis
  • World Bank. (2020). Kyrgyz Republic to enhance quality of education with World Bank Financing. PRESS RELEASE JUNE 11, 2020 https://www.worldbank. org/en/news/press-release/ 2020/06/11/kyrgyz-republic-to-enhance-quality-of-education-with-world-bank-financing
  • World Data on Education (September, 2010). Kyrgyz Republic, 7/11. http://www.ibe.unesco. org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Kyrgyzstan.pdf.
  • Yükseköğretim Kurulu (YÖK, Council of Higher Education, 2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007) [Teacher training and education faculties (1982-2007)]. Ankara: Higher Education Council.

SOVYET SONRASI KIRGIZİSTAN VE TÜRKİYE’DE ÖĞRETMEN YETİŞTİRME SÜRECİ VE SORUNLARINA BİR BAKIŞ

Year 2022, Volume: 6 Issue: 10, 29 - 41, 31.12.2022

Mirgül Enterieva

https://doi.org/10.56677/mkuefder.1144697
Cited By: 1

Abstract

Çalışmada Kırgızistan ve Türkiye’de uygulanmakta olan sınıf öğretmeni yetiştirme uygulamaları kapsamında üniversiteye giriş koşulları, eğitim süreçleri, öğretmenlik uygulaması ve değerlendirme uygulaması karşılaştırılarak, benzerlik ve farklılıklarını ortaya koymak ve somut öneriler geliştirmek amaçlanmıştır. Bu amaçla karşılaştırmalı araştırma metodolojisi ve nitel doküman inceleme yöntemi kullanılmıştır. Araştırmanın amacı doğrultusunda alan yazın taraması yapılmıştır. Alan literatür araştırması sonuçları bağlamında bir analiz yapılmıştır. Buna göre Türkiye ve Kırgızistan arasında bazı uygulamalar bakımından bazı farklılıklar ve benzerlikler görülmüştür. Bu bilgiler doğrultusunda, Kırgızistan’da ve Türkiye’de öğretmen yetiştirmeyle ilgili bazı öneriler sunulmuştur.

Keywords

öğretmen karşılaştırma yetiştirme : Comparison teacher Turkey

References

  • Akdemir, A. (2013). Türkiye’de öğretmen yetiştirme programlarının tarihçesi ve sorunları. Turkish Studies - International Periodical for The Languages, Literature and History of Turkish or Turkic, 8(12), 15-28.
  • Asian Development Bank. (ADB, 2015). Assessment of Hıgher Educatıon Kyrgyz Republıc. https://www.adb.org/sites/default/files/institutional-document/175940/higher-education-kgz.pdf
  • Aykaç, N., Kabaran, H., & Bilgin, H. (2014). Türkiye’de ve bazı Avrupa Birliği ülkelerindeki öğretmen yetiştirme uygulamalarının karşılaştırılmalı olarak incelenmesi (Almanya, Finlandiya, Fransa, İngiltere ve Türkiye Örneği) [Comparative analysis of teacher training practices in Turkey and some European Union countries (Example of Germany, Finland, France, England and Turkey)]. Turkish Studies, 9(3), 279-292.
  • Baskan, G. (2001). Öğretmenlik mesleği ve öğretmen yetiştirmede yeniden yapılanma [Restructuring in the teaching profession and teacher training]. Journal of Hacettepe University Faculty of Education, 20, 16-25.
  • Canbulat, M., & Kutluca-Canbulat, A.N. (2015). Avusturya ve Türkiye’de öğretmen adayı belirleme süreci [The process of determining teacher candidates in Austria and Turkey]. Pegem Journal of Education and Training, 5(1), 113-132, http://dx.doi.org/10.14527/ pegegog.2015.006.
  • Ergun, M., & Ersoy, Ö. (2014). Hollanda, Romanya ve Türkiye'deki sınıf öğretmeni yetiştirme sistemlerinin karşılaştırılması [Comparison of primary school teacher training systems in the Netherlands, Romania and Turkey]. Kastamonu Journal of Education, 22(2), 673-700.
  • Eurydice. (2010). Organization of the Turkish Education System, 2009-2010. Eurydice Report. Luxembourg: Publications Office of the European Union.
  • DeYoung, A.J., & Santos, C. (2004). Central Asian educational issues and problems. In S.P. Heyneman and A. DeYoung (Eds.) The challenges of education in Central Asia, Greenwich, Connecticut: Information Age Publishing Inc. 65-80.
  • DeYoung, A. J. (2006). Problems and trends in education in Central Asia since 1990: The case of general secondary education in Kyrgyzstan. Central Asian Survey, 25(4), 499-514.
  • DeYoung, A. J. (2007). The erosion of vospitaniye (social upbringing) in post-Soviet Kyrgyzstan: Voices from the schools. Communist and Post-Communist Studies, 40(2), 239-256.
  • De Young, A. J. (2002). West Meets East in Central Asia: Competing Discourses on Secondary Education Reform in the Kyrgyz Republic. U.S. Department of Education Office of Educational Research and Improvement. https://files.eric. ed.gov/fulltext/ ED465476. pdf.
  • DeYoung, A. J. (2010). Embracing globalization: university experiences among youth in contemporary Kyrgyzstan. Central Asian Survey, 29(4), 421-434.
  • Kilimci, S. (2006). Almanya, Fransa, İngiltere ve Türkiye’de Sınıf Öğretmeni Yetiştirme Programlarının Karşılaştırılması (Yayınlanmamış doktora tezi) [Comparison of Classroom Teacher Training Programs in Germany, France, England and Turkey (Unpublished doctoral dissertation], Çukurova University, Adana.
  • Khamsi, G.S., Mossayeb, S., & Ridge, N. (2007). Curriculum & student assessment, Pre-service teacher training. An assessment in Tajıkıstan & Kyrgyzstan. Columbia University: Teachers College.
  • Külekçi, E., & Bulut, L. (2010). Türkiye ve ABD’ deki öğretmen yetiştirme sistemlerinin karşılaştırılması [Comparison of teacher training systems in Turkey and the USA]. International Conference on New Trends in Education and Their Implications (pp. 210–215), Antalya-Turkey.
  • Министерство Образования и Науки Кыргызской Республики (МОиН, Ministry of Education and Science of the Kyrgyz Republic, 2015). Государственный образовательный стандарт высшего профессионального образования по направлению ‘Педагогическое образование’ – бакалавриат и магистратура [State educational standard of higher professional education in the direction of ‘Pedagogical education’ - bachelor's and master's programs]. 350. № 1179/1. http://edu.gov.kg/ru/high-education/high-edu-docs/.
  • Министерство Образования и Науки Кыргызской Республики (МОиН, Ministry of Education and Science of the Kyrgyz Republic, 2016). Закон КР о статусе учителя [Law of the Kyrgyz Republic on the status of a teacher]. http://edu.gov.kg/ru/normativnopravovaja-baza/zakony/8-zakon-kyrgyzskoj-respubliki-o-statuse-uchitelja.html.
  • Mamytov, A., & Akulova, B. (2011). Состояние и перспективы подготовки педагогических кадров в Кыргызстане со средним профессиональным образованием [Status and prospects for the training of teachers in Kyrgyzstan with secondary vocational education]. http://www.mugalim.kg/ru/publicatio/ 173-mamytov-a sosto yanie -i-perspektivy-podgotovki-pedagogicheskix.
  • Milli Eğitim Bakanlığı (MEB, Ministry of National Education, 2012). 12 Yıllık Zorunlu Eğitime Yönelik Uygulamalar No'lu Genelge [Applications for 12-Year Compulsory Education Circular No.], Ankara.
  • Milli Eğitim Bakanlığı (MEB, Ministry of National Education, 2012). Öğretmen adaylarının milli eğitim bakanlığına bağlı eğitim öğretim kurumlarında yapacakları öğretmenlik uygulamasına ilişkin yönerge [The directive regarding the teaching practice that teacher candidates will make in educational institutions affiliated to the Ministry of National Education.]. http://mevzuat.meb.gov.tr/html/102.html.
  • Milli Eğitim Bakanlığı (MEB, Ministry of National Education, 2018). 2023 Eğitim Vizyonu. Ankara: MEB.
  • Общереспубликанский Тест (ORТ, Republican Test, 2016). http://www.testing.kg
  • Open Society Institute. (2002). Education development in Kyrgyzstan, Tajikistan and Uzbekistan: Challenges and ways forward. https://www.opensociety foundations.org/reports/ education-development-kyrgyzstan-tajikistan-and-uzbekistan.
  • Özoğlu, M. (2010). Türkiye’de öğretmen yetiştirme sisteminin sorunları [Problems of teacher training system in Turkey]. SETA, 17.
  • Resmi Gazete (Official Newspaper) (1981). Yükseköğretim kanunu. Kanun No: 2547, Kabul Tarihi: 04.11.1981, Sayı: 17506 [Higher education law. Law No: 2547, Date of Adoption: 04.11.1981, No: 17506.].
  • Sablonniere, R., Taylor, D., & Sadykova N. (2009). Challenges of applying a student-centered approach to learning in the context of education in Kyrgyzstan. International Journal of Educational Development, 11(42), 7.
  • Silova, I., & G. Steiner-Khamsi (eds.) (2008). How NGOs React. Globalization and Education Reform in the Caucasus, Central Asia and Mongolia. Bloomfield, CT, Kumarian Press. http://www.tc.columbia.edu/faculty/steinerkhamsi/publications/Gitas%20Professional %20Files/Chapters%20in%20edited%20voluМОиН/Unwrapping2008.pdf.
  • Silova, I. (2009). The crisis of the post-Soviet teaching profession in the Caucasus and Central Asia. Research in Comparative and International Education, 4(4), 366-383.
  • Seferoğlu, S. S. (2004). Öğretmen yeterlikleri ve mesleki gelişim [Teacher competencies and professional development]. Education in the Light of Science and Reason, 58, 40-45.
  • Şişman, M. (2011, April). Küreselleşme Sürecinde Eğitim Bilimleri ve Öğretmen Yetiştirmede Lisansüstü Eğitimin Yeri. I. Uluslararası Eğitim Bilimleri Kongresi, Küresel Gelişmeler Işığında Lisansüstü Eğitimin Durumu ve Geleceği. Kırgızistan-Türkiye Manas Üniversitesi, Bişkek
  • Şişman, M., & Arı, A. (2009). Kirgizistan’da eğitimin temel problemleri ve öğretmenlerin hizmet içi eğitim ihtiyacı [The main problems of education in Kyrgyzstan and the need for in-service training of teachers]. Kyrgyzstan-Turkey Manas University Journal of Social Sciences, 21, Bishkek-Kyrgyzstan.
  • Papieva, J. (2006). Pre-service teacher education in Central Asia. Quality in education: Teaching and leadership in challenging times, 2, 779-787 http://ecommons.aku.edu/cgi/ viewcontent.cgi?article=1115&context=book_ chapters.
  • Teshebaeva, G. Y. (2015). Some ways of reforming the higher education system in Kyrgyzstan. М. Рыскулбеков атындагы Кыргыз экономикалык университетинин кабарлары [News of the M. Ryskulbekov Kyrgyz Economic University], (3), 167-168. https://elibrary.ru /item.asp?id=4571456 1.
  • The United Nations Children's Fund (UNICEF). (2009). Стратегии выживания школ в Кыргызской Республике: Анализ нехватки учителей на уровне школ [School survival strategies in the Kyrgyz Republic: Analyzing the teacher shortage at the school level]. ISBN978-9967-25-663-7.
  • Uslu, B. (2022). From PISA and TIMSS to YKS: Comparing International and National Exams within Educational Policy Context. Eğitimde Kuram ve Uygulama, (-), 1-5. DOI: 10.17244/ eku.1054071
  • Uygun, S., Ergen, G., & Öztürk, İ. H. (2011). Türkiye, Almanya ve Fransa’da öğretmen eğitimi programlarında uygulama eğitiminin karşılaştırılması [Comparison of practical training in teacher education programs in Turkey, Germany and France]. Elementary Education Online, 10(2), 389–405.
  • Wach, E., & Ward, R. (2013). Learning about qualitative document analysis. IDS Practice Papers.https://www.researchgate.net/publication/259828893_Learningabout_ Qualitative_Document_Analysis
  • World Bank. (2020). Kyrgyz Republic to enhance quality of education with World Bank Financing. PRESS RELEASE JUNE 11, 2020 https://www.worldbank. org/en/news/press-release/ 2020/06/11/kyrgyz-republic-to-enhance-quality-of-education-with-world-bank-financing
  • World Data on Education (September, 2010). Kyrgyz Republic, 7/11. http://www.ibe.unesco. org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Kyrgyzstan.pdf.
  • Yükseköğretim Kurulu (YÖK, Council of Higher Education, 2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007) [Teacher training and education faculties (1982-2007)]. Ankara: Higher Education Council.
There are 40 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Mirgül Enterieva 0000-0002-0271-2699

Publication Date December 31, 2022
Published in Issue Year 2022 Volume: 6 Issue: 10

Cite

APA Enterieva, M. (2022). A LOOK AT PRE-SERVICE TEACHER TRAINING AND ITS CHALLENGES IN POST-SOVIET KYRGYZSTAN AND TURKEY. Mustafa Kemal Üniversitesi Eğitim Fakültesi Dergisi, 6(10), 29-41. https://doi.org/10.56677/mkuefder.1144697

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