مرکز منطقه ای اطلاع رساني علوم و فناوري - PHILOSOPHY OF TEACHING TRAINING PROGRAMMES IN EDUCATION FACULTIES

Abstract :

Undoubtedly, qualified teacher training is of great importance in each society. For this reason, both teacher training methods and classroom activities have changed and varied over time. Some of the most common ones among such methods are “skill”, “practiced science” and “reflecting” models. Education Faculties in Turkey resumed a new process of re-establishment with the approval of Higher Education Executive Committee dated 11th April 1977 with 97.39.2761 approval code. In this way, from 1998-1999 educationtraining season on newly arranged teacher training programmes were put into practice by which programmes of education faculties to train teachers for the primary school were re-shaped with a purpose to be consistent with the demands of compulsory primary school process of 8 years, beginning with 1997-1998 education season. Thanks to changes in the year 2006 concerning teacher training programmes in education faculties, vocational courses for teaching training were increased to train more qualified teachers professionally. In 2005 the Ministry of Education with a pragmatist philosophy assumed the theoretical foundation of the constructivist learning approach in relation to the renewed re-prepared lecture programs, which has been implemented since 2006-2007 academic year. In additionteacher training programmes rely rather on a “progressive” educating philosophy which is, itself, based on “pragmatist” philosophy.