Geography teacher education contested: University-based or school-based?

Bu çalışmada okul temelli ve üniversite temelli coğrafya öğretmen eğitimi irdelenmektedir. Bazı ülkelerde göreceli olarak yeni kabul edilebilecek uygulamalar öğretmen eğitiminin üniversiteden okullara doğru kaydığını göstermektedir. Bunun sonucunda üniversitelerin öğretmen eğitimindeki rolü ve yeri günümüzde tartışılan bir konudur. Okul temelli öğretmen eğitimini savunanların temel argümanı öğretmen adaylarının okullarda gerçek bağlamda ve birebir uygulama ile yetişme imkânına sahip olmalarıdır. Buna karşı çıkanlar ise okul temelli eğitimin ampirik bulgular ile desteklenmediğini ve böylesi bir eğitimin teorik yönden zayıf kalacağını ileri sürmektedirler. Bu çalışma coğrafya formatör öğretmenlerin bahsi edilen tartışma bağlamındaki görüşlerini ortaya çıkarmayı amaçlamaktadır. Yirmi yedi formatör öğretmenle yapılan mülakatlar, üniversite temelli eğitimin birçok zayıf yönünü ortaya koymaktadır. Ancak öğretmenlere göre okul temelli öğretmen eğitimi hâlihazırdaki rehberlik ve aday öğretmenlik uygulamaları ile genelde öğrenim-öğretim süreçlerindeki sıkıntılardan ötürü daha da büyük sorunlara yol açacaktır.

Coğrafya öğretmen eğitimi üniversite temelli mi okul temelli mi olmalı?

This paper attempts to provide an understanding of the debate between school-based and university-based geography teacher education. Relatively recent initiatives and changes represent a shift from university-based teacher education to school-based teacher education in some countries. As a result, the role of universities in the preparation and continuous education of teachers is, today, highly contested and varied. Those in favour of school-based teacher education argue that it provides a real context and hands-on experience while its opponents argue that it is both theoretically unsound and not validated by empirical evidence. This paper seeks the opinions of formator geography teachers who are providers of in-service teacher education to geography teachers concerning the debate. According to the results of interviews that were carried out with twentyseven formator teachers, the teachers find many shortcomings in university-based teacher education but they also generally believe that schoolbased teacher education would create even more problems because of inadequacies in mentoring, induction period, and overall lack of teaching quality.

PDF

___

Bengtsson, J., Theory and Practice: Two Fundamental Categories in the Philosophy of Teacher Education. Educational Review. 45, 3, 1993. Pp. 205-211.
Bryman, A., Social Research Methods. Oxford: Oxford University Press, 2001
Darling-Hammond, L., The Case for University-based Teacher Education. In Roth, R. A. (ed.). The Role of the University in the Preparation of Teachers. London: Falmer Press, 1999.
Darling-Hammond, L. & Bransford, J., Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. San Francisco: Jossey-Bass, 2006.
Day, C., Developing Teachers: The Challenges of Lifelong Learning. London: Falmer Press, 1999.
Fullan, M., Change Forces: Probing the Depths of Educational Reform. London: The Falmer Press, 1993.
Fullan, M., Change Leader: Learning to Do What Matters Most. San Fransisco, CA: Wiley, 2011.
Fullan, M. & Hargreaves, A. Reviving Teaching with 'Professional Capital'. Education Week. Vol. 31, Issue 33, 2012, pp. 30-36.
Hargreaves, A. Hargreaves, A., Lieberman, A., Fullan, M. & Hopkins, D., Introduction. In Hargreaves, A., Lieberman, A., Fullan, M. & Hopkins, D. (Eds.) Second International Handbook of Educational Change. Dordrecht: Springer, 2010.
Hill, D. & Kumar, R., Neoliberalism and its Impacts. In Hill, D. & Kumar, R. (Eds.) Global neoliberalism and education and its consequences. Routledge: London, 2009.
Gallimore, R., Ermeling, B., Saunders, W & Goldenberg, C., Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School-based Inquiry Teams. The Elementary School Journal, Vol. 109, No. 5, 2009, pp. 537-553
Giroux, H., Eleştirel Pedagoji ve Neoliberalizm. İstanbul: Kalkedon Yayınları, 2007.
Goodlad, J. I., Educating Teachers: Getting It Right the First Time. In Roth, R. A. (ed.). The Role of the University in the Preparation of Teachers. London: Falmer Press, 1999.
Hilton, G., Reforming Teacher Education: Is School Based Training the Answer? Conference paper at ATEEs 24th Annual Conference. Available at: http://www.atee.org/htm/conferences/leipzig/g_hilton.html (Accessed 7 August 2001), 1999.
Hopkins, D. New Rules for the Radical Reform of Teacher Education. In Hudson, A. & Lambert, D. (eds.). Exploring Futures in Initial Teacher Education. London: Institute of Education Publications, 1996.
Mason, J. Qualitative researching. London: Sage, 1996.
McClintock, R., Digital Technology as an Agent of Change. Available at: http://www.ilt.columbia.edu/publications/manifesto/part2section7.html (Accessed 25 August 2001), 1999.
Morris, A. K. & Hiebert, J., Introduction: Building Knowledge Bases and Improving Systems of Practice. Elementary School Journal, 109(5), 2009, pp. 429441.
Öztürk, M. Europe as a Question in Geography Education: Developing a Critical European Dimension in Turkish Geography Education. LAP LAMBERT Academic Publishing, 2012.
Pepper, S.K. & Hare, R.D., Establishing Research-based Knowledge in Teacher Education. Journal of Research and Development in Education. 32, 2, 1999, pp. 104-112.
Reid, I., The Reform: Change or Transformation of Initial Teacher Training? In Reid, I. (ed.). Teacher Education Reform: Current Research. London: Paul Chapman Publishing, 1994.
Robson, C., Real World Research: A Source for Social Scientists and Practitioner-Researchers. Oxford: Blackwell Publishers, 1996.
Shwartz, H. The Changing Nature of Teacher Education. In Sikula, J. Buttery, T. J. & Guyton, E. (eds.). Handbook of Research on Teacher Education. New York: MacMillan, 1996.
Silverman, D., Analyzing Talk and Text. In Denzin, N. K. & Lincoln, Y. S. (Eds.) Handbook of qualitative research (2nd Ed.). London, Sage Publications, 2000.
Silverman, D., Doing Qualitative Research (2nd. Ed.). London: SAGE Publications, 2005.
Sinclair, C. Diversity and Difference in School-based Teacher Education: Snapshots from Home and Abroad. In Gale, T., Erben, A. & Danaher, P. (eds.) Diversity, Difference and Discontinuity: (Re) mapping Teacher Education for the Next Decade. Refereed Proceedings of the 27th Annual Conference of Australian Teacher Education Association (ATEA), Yeppoon, Queensland, Australia, 5-8 July, 1997.
Smith, C. & Gillespie, M. Research on Professional Development and Teacher Change: Implications for Adult Basic Education. Professional Development and Teacher Change. Available at: http://lerenvandocenten.nl/files/sites/default/files/smith-gillespie-07.pdf (accessed on 3 September 2012), 2007.
Sykes, G., No Standards or New Standards? The Future of Teacher Certification. In Roth, R. A. (ed.). The Role of the University in the Preparation of Teachers. London: Falmer Press, 1999.
Young, M., Rethinking Teacher Education for a Global Future: Lessons from the English. Journal of Education for Teaching. 24,1, 1998.