I Have a Letter to My Faculty! = Fakülteme mektubum var!

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  • Author(s): Aktan, Osman (ORCID Aktan, Osman (ORCID 0000-0001-6583-3765); Toraman, Çetin (ORCID Toraman, Çetin (ORCID 0000-0001-5319-0731); Aytug Kosan, Aysen Melek (ORCID Aytug Kosan, Aysen Melek (ORCID 0000-0001-5298-2032)
  • Language:
    English
  • Source:
    Pegem Journal of Education and Instruction. 2021 11(1):1-48.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Multilingual/Bilingual Materials
    Reports - Research
  • Additional Information
    • Availability:
      Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: [email protected]; Web site: http://www.pegegog.net/
    • Peer Reviewed:
      Y
    • Source:
      48
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Teacher Attitudes; Preservice Teacher Education; Foreign Countries; Beginning Teachers; Teacher Competencies; Teaching Experience; Teacher Educators
    • Subject Terms:
      Turkey
    • ISSN:
      2146-0655
    • Abstract:
      The quality of the preservice education received by teachers is an important factor in determining their competence in the profession. The objective of this study was to reveal the thoughts and interpretations of teachers about their faculties in the first five years of their profession. The study was designed as a narrative qualitative research. The study group consisted of 25 teachers selected using the criterion sampling method. Results showed that teachers have great difficulties in their teaching life because preservice education they received is insufficient in terms of gaining teaching skills and information they acquire within the framework of theoretically weighted courses at the faculty does not help them in their future teaching life. Results also indicated that school experience/teaching practice courses are insufficient in terms of both time allocated and efficiency; teachers have problems in the education of disadvantaged students, refugee students, and students in multigrade classes, they also have problems related to classroom management skills as well as with competencies regarding managerial work and operations in school. In the study, it was determined that the prospective teachers in the faculty gained the awareness that every child is valued and should constantly be prioritized, education faculties should contribute to the professional development of teachers who are still on duty, and teachers and graduates of education faculties are respected in the society. Based on the study results, review of the missions and teacher development programs of the faculties of education is recommended.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1286948