Ortaöğretim Öğretmen Eğitimi için Esnek ve Sistematik Model

Abstract

Various models for secondary teacher education have been put into practice. However, model search for teacher education has been going on. In this study, Flexi-systematic Model was proposed to find solutions to problems of secondary teacher education especially in Turkey and meet standards of international teacher education. Teacher education as a policy problem, research-oriented, compromiser, reflective practice paradigms and studentcentered, research-oriented, theory-practice connection, holism principles were adopted in the model. The model was based on national qualifications framework for higher education, general competencies for teaching profession of Ministry of National Education, teacher education standards of Association for teacher education programs’ evaluation and accreditation and standards determined in the context of 21st century skills. In the consecutive model, duration of education was determined as two years. Humanist curriculum design, cyclical curriculum development model and integrated curriculum were preferred in the proposed model. Academic Personnel and Graduate Education Entrance Test, undergraduate grade point average, interview score were determined as criteria for application and admission to the program. In Flexisystematic Model, it was determined total credits of compulsory courses as 47, total amount of ECTS as 88; total credits of elective courses as 24, total amount of ECTS as 32 and elective course groups were presented. Providing interaction between instructor and student, establishing interdisciplinary connections, improving the quantity and quality of instructors and mentors, admitting qualified teacher candidates to the program, ensuring cooperation among stakeholders, supporting graduates and developing program by evaluating continuously were suggested to carry out the model effectively.