10 SES 12 C, Assessment and The European Doctorate in Teacher Education
Almost all organizations are directly proportional to the continuity of their assets. The less efficient organization must find ways to increase its productivity in order to be able to live and achieve its goals, otherwise the organizational life will sooner or later disappear or become zombies (living deaths). Schools that provide educational services are not an exception to this rule. They are looking for ways to be efficient and effective in providing educational services in schools.
One of the ways to achieve efficiency and effectiveness is performance assessment. According to pre-determined criteria, in the process of analyzing and giving feedback, the performance of both the institution and all the personnel is referred to as performance assessment (MoNE, Board of Inspection, 2006). According to another definition, performance defined as a concept that quantitatively and / or qualitatively determines what is generally achieved as a result of a purposeful and planned activity is the measurement of the level of access to a specified target (Tenth Development Plan, 2013). The goal of this process is to plan the processes to achieve the objectives of the organization using scientific and participatory methods and techniques. Effective performance assessment requires the identification and measurement of the organizational context (Levi and Williams, 2004). When assessing performance, it should be fair, process developer and motivator, be suitable for different situations, have continuity, have opportunity to participate in the service, and be scientifically valid and reliable (Aydın, 2005).
Researches on supervision and performance in Turkey starts in the 1970s. First findings of the researches indicate that supervision in education did not achieve the expected aims (Öz, 1971). Another result is that all stakeholders (inspectors, principals, teachers) in the performance assessment process are not in agreement on the effectiveness of the supervision and performance process. In the supervisors' perceptions, guidance is far behind in the process of supervision (Karagöz, 1977). Surveys show that performance assessment does not coincide with modern assessment conception (Öz, 1977). The result has not changed much in the past 10 years; teachers still complain about the assessment process (Kapusuzoğlu, 1988). In the following years, many researches on supervision and performance assessment have found similar results (Arabacı, 1995, Atay, 1995, Yavuz, 1995, Memişoğlu, 2001, Sağır, 2005).
The Turkish Education System, which has reached almost fullness in the quantitative dimension, plans to pass the new phase by speeding up the qualitative dimension. One of these stages is measuring teacher performance. The assessment process, which has been carried out in various ways over the past 50 years, has gained momentum with modern understanding. At this stage, it is aimed to reveal the performance of the teacher, using data coming from the school principal, colleagues, parents, students, coterie teachers and self-assessment.
The aim of this study is to determine the opinions of the teacher candidates regarding the "Teacher Performance Assessment System" initiated as pilot study by the Ministry of National Education (MoNE) in 12 big cities of Turkey.
Research Design This research is a descriptive study. Descriptive study is a survey of the whole population or a group of people, or by sample, in order to reach a general judgment about the universe (Karasar, 1986). Population and Sampling The population of the study is constituted by the 11 programs of Malatya İnönü University 2017-2018 Fall Education Faculty and the teacher candidates who continue to the pedagogical formation program run by the same faculty. Since it is not possible to reach all of the cases, the sample that can represent the population is selected randomly and data was collected from this sample. The statistical significance level of the study is .05. The sample group of the study consists of a total of 340 people (Turkish department 30, Social department 30, English department 27, Art department 31, Music department 18, Science department 24, Classroom teaching department 23, Mathematics teaching department 29, Computer and Teaching technology department 18, Pre-School departments 17, Psychological Counseling and Guidance Department 36, Pedagogical Formation 57). Data Collection Tool The data of the study were collected with a questionnaire designed to determine the opinions of the candidate teachers regarding the newly planned teacher performance assessment system. The questionnaires were selected from a pool of questions that was created by using the information note published by the Ministry of National Education (MONE) and searching the literature on the research topic. The questionnaire consisting of 13 items was applied to a total of 340 teacher candidates. Analysis of Data The data from the questionnaire will be transferred to the SPSS program and analyzed. Frequency and percentage analysis for descriptive data and chi-square tests will be used for statistical analysis.
The results of this research, which set out the opinions of the teacher candidates regarding the "Teacher Performance Assessment System" that the Ministry of National Education started as a pilot study in the last month of 2017, are important in terms of revealing how future teacher candidates look at teacher performance. Statistical results that may arise from the results of the questionnaires may raise the possibility of revision in the programs of the Faculty of Education. As a central role in the education system, candidates' views on teachers and teaching will also shed light on their future education.
Arabacı, İ.B.(1995). “İlköğretim Müfettişlerinin Denetim İlkeleri Konusundaki Yeterlikleri”. Yayınlanmamış Yüksek Lisans Tezi. Ankara: Ankara Üniversitesi. Atay, K. (1995). “İlköğretim Müfettişlerinin Yeterlikleri”. Yayınlanmamış Doktora Tezi. Erzurum: Atatürk Üniversitesi. Aydın. İ.(2005). Öğretimde Denetim. Ankara: PegemA Yayıncılık. Baysal Üniversitesi Sosyal Bilimler Enstitüsü. Kapusuzoğlu, Ş. (1988). “Son On Yılda İlköğretim Müfettişlerinin Rolünde ve Teftiş Uygulamalarında Değişmeler”. Yayınlanmamış Doktora Tezi. Ankara: Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü. Karagöz, G. (1977). “İlköğretimde Teftiş Uygulamaları”. Ankara: Karasar, N. (1986). Bilimsel Araştırma Yöntemi, Ankara, Bilim Kitapevi. Levi, P.E., & Williams, J.R. (2004). The Social Context of Performance Appraisal: A Review and Framework for the Future, Journal of Management, 30(6) 881-905. MEB, Teftiş Kurulu Başkanlığı, Van Koç İlköğretim Okulu Denetim ve Performans Değerlendirme Bilgilendirme Toplantısı Sunuları. Edinildiği Tarih: 17.05.2006. Memişoğlu, S. P. (2001). “Çağdaş Eğitim Denetimi İlkeleri Açısından İlköğretim Okullarında Öğretmen Denetimi Uygulamalarının Değerlendirilmesi”. Yayınlanmamış Doktora Tezi”. Bolu: Abant İzzet Onuncu Kalkınma Planı. (2013, January). Retrieved January 16, 2018, from http://www.kalkinma.gov.tr/Lists/Kalknma%20Planlar/Attachments/12/Onuncu%20Kalk%C4%B1nma%20Plan%C4%B1.pdf Öz, M. F. (1971). “Milli Eğitim Sisteminde Teftiş ve Bir Teftiş Örgütü Modeli”. Yayınlanmamış Yüksek Lisans Tezi”. Ankara: Hacettepe Üniversitesi Eğitim Bölümü. Öz, M.F. (1977). Türk Eğitim Sisteminde İlköğretim Müfettişlerinin Rolü. Yayınlanmamış Doktora Tezi. Ankara: Hacettepe Üniversitesi Eğitim Bölümü. Sağır, M. (2005). “İlköğretim Kurumlarında Görevli Öğretmenlerin İşbaşında Yetişmelerinde Müfettişlerin Denetim Rolüne İlişkin Öğretmen, Yönetici ve Müfettiş Algıları”. Yayınlanmamış Yüksek Lisans Tezi.Bolu: Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü. Yavuz, Y. (1995). ”Öğretmenlerin Denetim Etkinliklerini Klinik Denetim İlkeleri Açısından Değerlendirmeleri”. Yayınlanmamış Yüksek Lisans Tezi. İzmir: Dokuz Eylül Üniversitesi.
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