Türkiye'deki formasyon programının incelenmesi: Öğretmen adaylarının teknolojik ve pedagojik alan bilgisi

Abstract

Turkish Council of Higher Education (YÖK) has initiated a new teacher certification program to provide an opportunity for graduates of certain faculties to qualify as teachers. Thus measuring the occupational readiness level of this group joining the teacher candidates is crucial. The main purpose of this study is to measure the pedagogical knowledge of students attending teacher certificate program with an aim of becoming mathematics teachers. This study was conducted with candidates who are about to complete the teacher certification program at a university in southeastern part of Turkey. Analyses revealed that age, gender, and experience of teacher candidates attending teacher certificate programs had no effect on their opinions about their content, technology, and pedagogy readiness. Although candidates expressed readiness in terms of technological skills and pedagogical knowledge, they had a hard time when asked to give examples about these two topics. Consistent with the teacher education literature, we concluded that better support mechanisms with an emphasis on educational pedagogy should be implemented to graduate more qualified teacher candidates

Turkish Council of Higher Education (YÖK) has initiated a new teacher certification program to provide an opportunity for graduates of certain faculties to qualify as teachers. Thus measuring the occupational readiness level of this group joining the teacher candidates is crucial. The main purpose of this study is to measure the pedagogical knowledge of students attending teacher certificate program with an aim of becoming mathematics teachers. This study was conducted with candidates who are about to complete the teacher certification program at a university in southeastern part of Turkey. Analyses revealed that age, gender, and experience of teacher candidates attending teacher certificate programs had no effect on their opinions about their content, technology, and pedagogy readiness. Although candidates expressed readiness in terms of technological skills and pedagogical knowledge, they had a hard time when asked to give examples about these two topics. Consistent with the teacher education literature, we concluded that better support mechanisms with an emphasis on educational pedagogy should be implemented to graduate more qualified teacher candidates