Exploring Issues in Understanding Qualified Teacher Status in Initial Teacher Training: Case from Leeds University

İngiltere’de öğretmenlik mesleğini resmî olarak yapabilmek için baş- langıç öğretmen eğitimi boyunca üniversite öğrencilerinin, eğitim fakültesindeki akademisyenlerin ve okul-temelli mentörlerin, Nitelikli Öğretmen Statüsü -Qualified Teacher Status (QTS)- adı verilen öğ- retmenlik meslekî standartlarını kullanmaları gerekmektedir. Aslında, Nitelikli Öğretmen Statüsü listesindeki standartları kullanan paydaşlar, ortak ve paylaşılan standartların olmasına, üniversite öğrencilerinin staj dönemlerinde değerlendirilmesinin yönetimine ve başlangıç eğitiminde gerekli temel unsurların yönetimine ilişkin sorunlarla karşılaşmaktadırlar. Bu çalışmanın amacı, ortak ve paylaşılan bir anlayışa, bu anlayışa ilişkin bir değerlendirme sistemine ve nitelikli öğretmen statüsü listesindeki standartların temel unsurlarına ilişkin üniversite öğrencilerinin, eğitim fakültesindeki akademisyenlerin ve okul-temelli mentörlerin bakış açısına göre, İngiltere bağlamında kullanılması sürecinde ortaya çıkan sorunları belirlemektir. Bu çalışma, nitel araştırma paradigması altında bir örnek olay incelemesidir. Çalışmaya ilişkin veriler, derinlemesine görüşmeler yoluyla yarı-yapılandırılmış görüşme formları aracılığıyla toplanmıştır. Bu çalışmaya katılan katılımcılar yedi eğitim fakültesi akademisyeni, on okul temelli mentör ve on üniversite öğrencisidir. İçerik analizi ile veriler kategorilere ayrılmıştır ve burdan da temalar ve alt temalar belirlenmiştir. Ortaya çıkarılan temalar ‘nitelikli öğretmen statüsü listesindeki standartların sorgulanması’, ‘değerlendirme’ ve ‘gereklilikler’ olarak belirlenmiştir. Katılımcıların bir- çoğu ‘standartları sorgulamış’ ve yine birçoğu nitelikli öğretmen statüsü listesinin tekrar şekillendirilmesi ve yeni standartların var olan listeye belirli bir formata göre eklenmesi gerektiğini bildirmiştir. Okul temelli mentörlerin ve eğitim fakültesi akademisyenlerinin, üniversite öğrencilerinin değerlendirilmesini süreç içinde birlikte yapmaları gerektiği belirlenmiştir. Nitelikli öğretmen statüsü listesinde olan standartların ‘geçerliği’, ‘güvenirliği’ ve bu listedeki standartların denetiminin ‘gerekli’ olduğu belirlenmiştir.

Başlangıç Öğretmen Eğitiminde Nitelikli Öğretmen Statüsünü Anlamaya İlişkin Sorunları Belirlemek: Leeds Üniversitesi Örneği

University-tutors, school-based mentors and their trainees have been using professional teaching standards (PTS) called Qualified Teacher Status standards (QTS-s) in initial teacher training (ITT) as formal entitlement to teach in the UK context. However, users of QTS-s face certain issues regarding having a common and shared understanding of the standards, managing assessment of the trainees and using essential elements necessary for ITT. The aim of this study is to explore the issues on common and shared understanding, assessment system and essential elements of QTS-s from the perspectives of the university-tutors, school-based mentors and trainees as applied in the United Kingdom (UK) context. This investigation is a case study under qualitative research paradigm. Data for the study were collected through in-depth face-to-face interviews using semi-structured forms. The participants of the study were seven university-tutors, ten school-based mentors and ten trainees as three key stakeholders. Through content analysis, data were put into categories and then themes and sub-themes were identified. Findings revealed themes on questioning the QTS-s, assessment and essential. Majority of participants ‘questioned the standards’ and majority of them ‘evidenced’ that list of the QTS-s should be restructured and some new standards need to be added to the list of QTS-s using a particular format issues. It was also found that the ‘mentors’ and ‘tutors’ should manage assessment of the trainees. Managing validity, reliability and inspection facilities of the QTS-s were found to be the ‘essential’ parts.

Kaynakça

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