Edited By Figen Ereş
Education is a major political issue and a major focus of country attention. The fact that the development and knowledge brought forth by an information society is constantly being questioned and has made development and innovation in education inevitable. Education is also seen as a crucial factor in ensuring economic productivity and social development. This book examines the educational policies and results in Turkey. It states that basic problems of the Turkish education system are inequality, quality and a lack of planning. Centralized structure affects autonomy negatively in schools. The problem with education policies of the Ministry of National Education is also the lack of vision. This volume develops needed paradigms to balance the opinions of the decision makers, administrators and teachers with the preferences of the student body in Turkey.
Teacher-training Policies in Turkey
Teacher-training policies are situated within a broad sphere of influence that ranges from the philosophical view which education will be based upon to the conception of education that is dominant over society. In addition to these, issues such as the society’s perception of education and the acceptance or denial of the state’s obligation regarding the provision of education are also variables that affect the conception of teacher education (Ural, 2011, p. 210). With regards to the evaluation of social change and, accordingly, of educational developments in Turkey; on the one hand the premises, values and processes of the modern paradigm and on the other hand the historical foundation that the Republic of Turkey is based upon, are of importance (Ünal, 2011, p. 15). Indeed, teacher-training policies in Turkey have maintained a course in parallel to socio-economic, cultural and political developments. As much as the needs of society, developments in the world have also impacted upon the policies (Karslı & Güven, 2011, p. 53).
The process of teacher education is a multi-dimensional concept that contains processes such as the selection of teaching candidates, their training, the practical period and their in-service training (Kavcar, 2003, p. 81). The primary objective of this concept is to develop teachers within the education system to reach the level of competence required for them in order to carry out their profession in the most efficient manner. As a basis, a good teacher is expected to have qualities in two basic fields;...
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