Session Information
SES D 01, Paper Session
Paper Session
Contribution
Teachers have several responsibilities in a classroom and they are supposed to be competent in planning lesson, managing classroom, and fostering professional and personal qualities. Therefore, teacher education institutions spend effort to improve different strategies so that they can contribute to the preparation of teachers. They want to develop teachers in terms of the knowledge, skills and attitudes to prepare the students for the society (Bezzina & Michalak, 2009). On the other hand, one of the latest European Commission communications indicates that teachers express “a lack of competence to deal with new developments in education, including individualized learning, preparing pupils for autonomous learning, dealing with heterogeneous classrooms” (European Commission, 2007, p. 5).
Several parties have been involved in teacher education in Turkey due to the centralized nature of the teacher education programs at the universities. These parties have different views about competencies of teachers. For example, The Institute of Higher Education (IHE) defines the main competencies of graduates of teacher education institutions as the mastery of subject matter knowledge, the management of teaching-learning process, providing guidance and personal and professional qualities including teacher development. On the other hand, the Ministry of National Education (MNE) (2008) outlines competencies as personal and professional development, recognition of student, the process of learning and teaching, observing and evaluating of learning and development, school, parent and community relations as well as program and content knowledge. Teacher education programs generally feel obligation to fulfill these two major parties’ proposals and try to improve their programs. However, to what extent the preservice teachers feel that they are ready for the teaching profession when they graduate is not much investigated.
Considering the need for understanding the perceived readiness of preservice teachers, this study aims to investigate the readiness of Turkish preservice teachers towards teaching profession. It is hoped that the results of this study would provide a feedback for the teacher education programs in their efforts of improvement.
Method
Expected Outcomes
References
Belchier, M. (1998). Assessing readiness for employment in the field of education. Research Repor 98-06. Boise State University. Bezzina, C. & Michalak, J. (2009). Preparing student teachers for teaching practicum. In A. Swennen & M. van der Klink (Eds.), Becoming a teacher educator (pp. 163-171).United Kingdom: Springer. European Commission (EC) (2007). Communication from the commission to the council and the European Parliament. Improving the quality of teacher education. Brussels: European Commission. Milli Egitim Bakanlığı [Ministry of National Education]. (2008). Ogretmen Yeterlilikleri Kitabi [Teacher Competencies Booklet]. Retrieved January 9, 2010, from http://otmg.meb.gov.tr/belgeler/ogretmen_yeterlikleri_kitabi/Öğretmen_Yeterlikleri_Kitabı_genel_yeterlikler_parça_2.pdf Yüksek Öğretim Kurulu [Institute of Higher Education]. (2007). Ogretmen Yetistirme ve Egitim Fakulteleri Kitabi [Institute of Higher Education Teacher Booklet]. Retrieved January 15, 2010, from http://www.yok.gov.tr/content/view/16/52/
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