A Study of the Significant Factors Affecting Pre-Service Teacher Education in Turkey

Autor/inn/en	Tasdemir, M. Zeki; Iqbal, Muhammad Zafar; Asghar, Muhammad Zaheer
Titel	A Study of the Significant Factors Affecting Pre-Service Teacher Education in Turkey
Quelle	In: Bulletin of Education and Research, 42 (2020) 1, S.79-100 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	Foreign Countries; Preservice Teacher Education; Preservice Teachers; Teacher Education Curriculum; Educational Improvement; Secondary School Teachers; Student Attitudes; Practicums; Theory Practice Relationship; Teacher Education Programs; Program Effectiveness; Turkey + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Teaching improvement; Unterrichtsentwicklung; Schülerverhalten; Practicum; Praktikum; Praktika; Theorie-Praxis-Beziehung; Türkei
Abstract	Pre-service teacher education (PTE) is vital because adequately-prepared teachers positively add to student performance, school effectiveness, and the efficiency of an entire system of education in a country. This study aimed to examine the current pre-service teacher education (PTE) practices in Turkey by identifying the significant factors of pre-service teacher education to provide suggestions for the improvement of PTE. Therefore, the findings of this study will provide a reasonable basis for strengthening the quality of pre-service teacher education, which will, in turn, contribute positively to the quality of teachers. The present study is designed to examine Turkish secondary school teachers' perceptions of their preparation for the teaching profession. The sample of this study was selected by random cluster sampling as 800 teachers from 14 different cities located in seven geographical regions -- two cities in each region. AMOS 20.0 was used for the testing of the pre-service teacher education model through path analysis. Attitude towards pre-service teacher education in general, curriculum, practice, proficiency, and relevance of theory with the practice was considered as endogenous variables, and preparedness was considered as an exogenous variable. Data obtained from quantitative results have shown that teacher preparedness as a dependent factor consistently relates to independent factors that are inter-related; i.e., teaching practice has a significant impact on the relevance of teaching practice, the relevance of teaching practice has a significant impact on proficiency and proficiency has a significant impact on curriculum, and curriculum has a significant impact on PTE in general. Future research would be conducted on the factors affecting the in-service teacher training programs. (As Provided).
Anmerkungen	Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01