TRAINING PROBLEMS OF EDUCATION IN EDUCATION AND TEACHING LITERATURE SCREENING MAIN LINES. OTHER REASONS FOR PROBLEM (Impressions) Training Problems Of Education and Teaching Literature Screening Main Lines by English Teacher Sefa Sezer
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- Sefa Sezer
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1 TRAINING PROBLEMS OF EDUCATION IN EDUCATION AND TEACHING LITERATURE SCREENING MAIN LINES OTHER REASONS FOR PROBLEM (Impressions) 1-) Preschool 5-6 age group of students in proportion to the age population to be determined by the rate of real schooling. 2-) Failure to identify those who do not work at full capacity in schools. 3-) Investigation of reasons for not sending parents to preschool education institutions and not taking measures according to the results. 4-) The fact that 10% free students cannot be checked in official institutions. 5-) Unable to check whether all private student quarters are available in private kindergartens. 6-) Failure to make a real annual expenditure plan per pupil in pre-school education. 7-) In the process of Internal and External Auditing, it is not possible to investigate places suitable for opening the main class and not to open preschool education. 8-) No awareness trainings on the importance of pre-school education to the parents of students at all levels in pre-school education. 9-) Not encouraging schools to develop projects to promote pre-school education. OTHER INFORMATION ON PROBLEM ISSUES (Impressions) 1-) The problem of course hours which should be entered in terms of salary. (Teacher problem.) 2-) Respiration, break problem solutions (Teacher - Student Problem) 3-) Course time duration problem (Teacher - Student Problem) 4-) Number of children in the classroom and problem of auxiliary staff 5-) Auxiliary Welding Problem 6-) Elementary schools etc. insufficiency of educational institutions
2 Personal Findings: FINDINGS AND COMMENTS Findings related to the personal characteristics of the teachers included in the research are listed below. A total of 198 subjects (96.46%) were female and 7 (3.53%) were male. According to seniority; Seventies were 1 (7 years), 7 (15.1%) and 17 (12.1%), and 15 (4%). These numbers indicate that most of the teachers are in the first years of their profession as seniority. 104 (52.4%) teachers were employed and 94 (47.5%) teachers were assigned as master instructors or contracted according to the assignment of preschool teachers. Pre-school education institutions need to be valued as preferred institutions, to understand why they exist and to know what they serve. The way society looks at preschool education institutions affects the efficiency of pre-school education institutions. In the written opinions of the teachers about the problems of pre-school education, the problems they emphasize can be listed as the purpose, structure, process and climate of the pre-school organizations. PURPOSE 1. The biggest obstacle for pre-school education institutions to benefit everyone, 2. Pre-school education seminars are not organized by the National Education Directorates, 3. Preschool education institutions as child care homes, 4. Lack of necessary physical and social arrangements for disabled students in pre-school education institutions STRUCTURE 1- Failure to close the teacher gap, 2- School structures (such as arrangements for children's physical characteristics, playgrounds, activity areas) are not attractive, 3- The demands for opening a kindergarten in the primary schools are demanded without considering the conditions of the school, the decision comes from the top management and the managers are in a difficult situation, 4- Pre-primary education institutions should not be organized as independent kindergartens,
3 5- Inadequacy of the material resources of the kindergartens in the primary education institutions and the negative effects of the educational activities of the kindergarten students in these institutions, 6- Pre-primary education is not obligatory, 7 - Inadequacy of school projects in accordance with the physical and mental structure of preschool education institutions, 8 - The number of primary school students in the primary school does not open up to the number of students, 9- The lack of school playgrounds, gym facilities, especially school psychologists who will provide psychological support to parents and students, 10- Lack of university education and lack of teaching staff to educate teachers in pre-school education institutions, 11- The fact that the classrooms and the classrooms are not separate, and that the food and classrooms are the same in primary schools is a bigger problem. 12- The primary stationery expenses of pre-school education students are not supported by the state. 13- Not having sufficient knowledge of child development in the kindergarten or main classes, 14- Class sizes increase above 25, although the number of students is limited to in the regulation, 15- The parents have reservations against male teachers, 16- Sufficient appointment of permanent teachers, appointment of continuously changing master trainers, 17- Providing full-time education in preschool education institutions and causing these institutions to be perceived as nursing homes, 18- The absence of an auditor from the field under the supervision of preschool education institutions, 19- Assignment of the candidates who are university graduates in the assignment of master instructors, in this case, high school graduates entering the classroom with inadequate education, damaging the students rather than benefit 20- Special education in university education, education on child development, lack of education due to lack of faculty member, 21- Presence of shortcomings in music education and theater education of preschool teaching students, 22- Finding criticism that preschool teacher training through open education reduces teacher quality, 23- Less time allocated to practice training during university education.
4 PROCESS 1. School management does not inform parents about the program introduction. 2. The school administration does not provide enough information to inform parents about the pre-school day, 3. Lack of necessary home visits by the school administration, 4. No Family Counseling Line in Schools, 5. Lack of relations with the local press, lack of initiatives to conduct adequate preschool programs on local television, 6. Lack of relations between school administrations and women's branches of various associations and parties, 7. The school administrations should include expensive end-of-year demonstrations, and a long time for parents and children, especially for the second term of year-end activities, to experience problems in the program dimension of pre-school education, 8. The lack of adequate initiatives in the field of art activities can adversely affect the social development of students. Understanding with preschoolers for pre-school education institutions can be useful in educating pupils and parents together with children. 9. Not to mention the stories of the parents about the stories about preschool children education, 10. The lack of adequate coordination of the school administration and the district headmanship, 11. No written opinion of the residents in the school environment regarding the expectations from pre-school education, 12. Primary school administrators to see their kindergartens in schools as hunchback, 13. The lack of benefit of parents in social activities within the framework of school-parent cooperation. CLIMATE 1. The absence of the necessary attention to the parents, the absence of places in which parents should expect their children in a comfortable environment during the schooling and drop-out period, 2. The lack of parental education programs, which will also be held in the school. 3. Inadequacy of management to create opportunities for parents to occasionally visit class, 4. Lack of frequent meetings with teachers to prevent teachers from sharing with each other and sharing their problems on the same platform, 5.In the informal meetings of the management of teachers 'conditions of education, student development, student problems, parents' issues, such as sharing ideas on the teas, days not organized,
5 6. Teachers should not be given an assistant staff in their class, causing the teacher to engage in more than one job and disrupting the teacher's psychology, 7. The negative effect of parents on the morale of teachers who do not consider teachers as educators and who are carers of their children. Scope of the Literature -Comparison of pre-school education teachers' views on problems -The Results of Education Teachers by Service Years, School Types and Appointments - Views on child abuse in pre-primary education -Most problems repeated in views on child abuse - Views on teaching Turkish before school -Most problems in teaching Turkish before school -Pictures about computer-play in pre-school education - Views on institutions that train teachers to pre-primary education institutions - Results and Recommendations The sections of the literature related to the problem and the studies, articles, journals related to the subject are listed below; PURPOSE, IMPORTANCE AND SCOPE <<1-) Investigation of Teachers' Views on the Determination of the Problems of Pre- School Education The aim of this research is to develop suggestions by identifying the problems of preschool education, program, audit, legislation and personal rights, physical environment, management and managers, classroom management, personnel, financing, parents, self-realization and renewal in Siirt province. In the study, a questionnaire form was developed by the researchers in order to learn the opinions of pre-school teachers about the problems of pre-school education in Siirt. The sample of the study consisted of 180 pre-school education teachers working in the public and private pre-primary education institutions affiliated to the Ministry of National Education and the Social Services and Child Protection Institution in Siirt province and districts. The application was conducted between April and May in the spring semester of the academic year. When the findings of the study were examined, the problems experienced by the pre-school teachers who participated in the study were 1. Very Important
6 sırasıyla, respectively, with 77.8% of the parents, the Physical Environment with 71.7% and the 2nd with the Program with 65.6%. The problems that the teachers did not see as yer No Significant ile were Management and Managers and Class Management with 2.8%, Spreading with 2.2% and 2nd with Finance was ranked as 2nd with 1.7%. Teachers stated the Child Recognition Techniques with 36.5% as the subject of the In-Service training they wanted to attend in the 1st place. Key words: Preschool education, problems of pre-school education, quality in pre-school education <<2-) Teachers' Views on the Problems of Pre-School Education (Mehmet KÖK, Adnan KÜÇÜKOĞLU, Mehmet Nur TUĞLUK, Sinan KOÇYİĞİT Pre-school period is one of the most important and most critical development stages of life. In this study, the main problems of pre-school education are examined by the teachers who work in these institutions. Key words: Preschool education, problems of pre-school education, quality in pre-school education <<3-) Turkish Education Association Publications Status and Problems of Preschool Education in Turkey (Prof. Dr. S. Çetin Özoğlu, Dr. Ethem Levent, Cavit Gürsoy, Cahide Cizre, Özgör Demirel) The seventh of the Annual Scientific Education Meetings organized by the Science Council of the Ministry of Education was established on November 1983, which was founded by the yed Turk Tük (Turkish Education Council), which was founded upon the opening speeches of Ulu 1983der. In addition, current and important education subject, School Education and Problems are examined. The education of Preschool Children for many years has been left to family and special applications. Today, this practice is inadequate and the preschool period should be included in formal public education practices. It is the most important and critical period of human development. Personality acquisition and development begin and form in pre-school period. This period can be the most lively and the most problematic period. In recent years, the Ministry of National Education has decided to insist on the dissemination of pre-school education services and has initiated applications. pre-school education as the subject of the Seventh Annual Scientific Education meeting. Education and Problems were selected. On the first day of our Seventh Annual Scientific Education Meeting, a pre-school presentation was presented. Istanbul University Faculty of Letters Department of Educational Sciences who presented the presentation Doc. Dr. Ayla Oktay explained pre-school education concepts and practices and gave information about the practices in our country and the world. It was emphasized that preschool education should not be a teaching practice. On the same day, the relationship between Preschool Education and Basic Education has an important place in the implementation of Preschool Education in our school. Dr. Füsun Akarsu presented a paper. The most important aspect of pre-school education is the cooperation of the family of Boğaziçi University Faculty of Education. Dr. Prof. Dr. Güzver Yıldıran presented his paper titled Ar Collaboration Between Parents and the Environment in Preschool Education Çevre and made explanations. The first day of the meeting was completed with a panel discussion on the importance of creative activities in pre-school education. In the panel, creativity and creativity, creativity and printed publications, creativity and painting, television, radio and game concepts and topics are discussed in detail in this period. Key words: Pre-school education, problems of pre-school education, quality in pre-school education
7 <<4-) Prospective Teachers' Views on the Problems of Turkish Education System (Kürşad Yılmaz, Yahya Altınkurt) In this study, it was aimed to determine the opinions of prospective teachers on the problems of Turkish Education System. The study was designed in the screening model. The study group consisted of 91 pre-service teachers studying at Dumlupınar University Faculty of Education and participating in the study voluntarily. Descriptive analysis technique is used. According to the views of the teacher candidates, the most important problems of the Turkish Education System are as follows: Center Exams, Crowd Classes, Ezberci Education, Hardware and Physical Structure Deficiency, The Quality of Existing Teachers, Inequality in Access to Education, Politics, Teacher Assignment System, Private Schools, It was seen as financing and vocational technical training problems. Keywords : Turkish Education System, Problems, Teacher Candidates <<5-) Problems and Solution Suggestions in Implementation of New Education System ( ) (Bolu - Teachers in Different Provinces). Yusuf Cerit, Nuri Akgün, Kaya Yıldız & Mahmut Remzi Soysal) The aim of this study is to determine the problems in the beginning of the New Education System ( ) implemented in the academic year and to determine the solutions to these problems and to determine the benefits of the new application. The study group consisted of the director (director, deputy director) and teachers working in the official primary schools in the central district of Bolu in academic year. This research is designed within the framework of qualitative research approach. Data were collected by semi-structured interview method. The semi-structured interview form prepared by the researchers was distributed to the working group by hand, the manager and the teachers stated their opinions in writing. In the analysis of the data obtained from the research, inductive analysis was used from the content analysis types. In the light of the opinions of the school administrators and teachers regarding the problems experienced at the beginning of the New Education System ( ), it was concluded that the most important problem is the yaş school starting age is small Yeni. It has been determined that the school administrators and teachers mostly develop solutions for the problems encountered in the education process and the opinions of the administrators and teachers regarding the benefits of the New Education System ( ) regarding the benefits for the students are determined. Keywords : education system, problems of education system, the benefits of education system Key words: Pre-school education, problems of pre-school education, quality in pre-school education <<6-) Turkish Education System in European Union Process: Problems and Solution Suggestions Tokay GEDİKOĞLU. The European Union was established in 1992 under the Maastricht Treaty. The aim of the union is economic,to establish partnerships between the member countries in all parts of social and cultural life to raise living standards. Socrates in 1995 to provide cooperation in the field of education. Program is
8 started. The Socrates program consists of eight action areas in member countries contributes to the development of quality in education through a series of collaborative activities foreseen. Turkey 1993 after the Copenhagen Summit goal of harmonization with the European Union has made various improvements in the field of education. Turkish education system over the years with severe problems to meet the European standards in education is not so easy to meet. The European Union was established in 1992 under the Maastricht Treaty. The aim of the Union is economic,establish partnerships in all parts of social and cultural life among member countries. raise living standards. To provide the cooperation between Socrates and education in 1995 The program is started. The Socrates program consists of eight action areas in the Member States. It contributes to the development of quality in education through a number of collaborative activities. envisioned. Turkey in 1993 after the Copenhagen summit of European Union harmonization made several improvements in the field of education. Turkish education system with severe problems over the years. It is not so easy to meet European standards in education.
9 RESOURCES 1-)Siirt İli İçin Yapılan Okul Öncesi Eğitim Sisteminin Sorunlarının Tespitine Yönelik Öğretmen Görüşlerinin İncelenmesi ve Araştırma Dökümanları Ebru AKTANKEREM & Dilfiruz CÖMERT. Siirt İli Örneği. 2-) Erzurum İli İçin Yapılan Okul Öncesi Eğitim Sisteminin Sorunlarının Tespitine Yönelik Öğretmen Görüşlerinin İncelenmesi ve Araştırma Dökümanları. (Mehmet KÖK,Adnan KÜÇÜKOĞLU,Mehmet Nur TUĞLUK,Sinan KOÇYİĞİT.) KKEFD&JOKKEF SAYI :16 YIL:2007. Erzurum İli Örneği. 3-) Türk Eğitim Derneği ve Yayınları VII.Eğitim Toplantısı ALTINCI OTURUM PANEL 2 Okul Öncesi Eğitim ve Sorunları Bilim Dizisi No:7 Yayına Hazırlayan : Nizamettin Koç Kasım ) Öğretmen Adaylarının Türk Eğitim Sisteminin Sorunlarına İlişkin Görüşleri ( Kürşad Yılmaz, Yahya Altınkurt ) Uluslar arası İnsan Bilimleri Dergisi.Cilt:8,Sayı:1,Yıl: ) Yeni Eğitim Sisteminin (4+4+4) Uygulanmasında Yaşanan Sorunlar ve Çözüm Önerileri ( Farklı İl Bazında Öğretmenler Yusuf Cerit, Nuri Akgün, Kaya Yıldız & Mahmut Remzi Soysal). EBAD JESR Eğitim Bilimleri Araştırma Dergisi. ULUSLAR ARASI E-DERGİ. Cilt :4 Sayı :1 Nisan ) Avrupa Birliği Sürecinde Türk Eğitim Sistemi : Sorunlar ve Çözüm Önerileri Tokay GEDİKOĞLU. Tokay Gedikoğlu, Prof. Dr., Gaziantep Üniversitesi, Gaziantep Eğitim Fakültesi, Eğitim Bilimleri Bölümü, e-posta: <gedikoglu@gantep.edu.tr>. Mersin Üniversitesi Eğitim Fakültesi Dergisi, Cilt 1, Sayı 1, Haziran 2005, ss Mersin University Journal of the Faculty of Education, Volume 1, Issue 1, June 2005, pp ) Farklı Anne Baba tutumlarının Okul Öncesi Eğitim Çağındaki Çocukların Özgüven Duygusunun Gelişimine Etkisi ( Ayşe Günalp Yüksek Lisans Tez Çalışması - Aksaray İli İçin Örnek ). Konya T.C. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü İlköğretim Ana Bilim Dalı Okul Öncesi Öğretmenliği Bilim Dalı 8-) MEB Okul Öncesi Eğitim Proğramının Çevre Eğitimi Açısından Analizi ( Hülya GÜLAY & Gülay EKİCİ Türk Eğitim Dergisi ). Türk Fen Eğitimi Dergisi Yıl 7,Sayı 1,Mart ) Okul Öncesi Öğretmenliği Uygulamalarında Yaşanan Sorunlar ve Çözüm Önerileri ( Yüzüncü Yıl Üniversitesi,Eğitim Fakültesi : Yrd.Doç.Dr. Zarife SEÇER, Yrd.Doç.Dr.Nadir ÇELİKÖZ, Arş.Gör.Gökhan KAYILI Eğitim Fakültesi Dergisi 2010 Cilt : VII. Sayı: I, ) 10-) Okul Öncesi öğretmenlerinin Eğitim Proğramlarını Planlama ve Uygulamada Karşılaştıkları Güçlüklerin İncelenmesi ( Uluslar arası Sosyal Araştırmalar Dergisi Gazi Üniversitesi Eğitim Fakültesi Doç.Dr.Adalet KANDIR,Dr.Saide ÖZBEY, Arş.Gör. Gözde İNAL )
10 11-) Okul öncesi eğitimde Branş Ders Eğitiminin Temel Sorunları ( İlknur Özal GÖNCÜ : Mayıs 2010 Cilt:18 No:2 Kastamonu Eğitim Dergisi ) (Gazi Üniversitesi, Mesleki Eğitim Fakültesi, Çocuk Gelişimi Eğitimi Bölümü, Okul Öncesi Eğitimi Anabilim Dalı, Ankara) 12-) Okul Öncesi Eğitim Kurumlarında Yönetim Sorunları. ( Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Şükrü ADA, Rıdvan KÜÇÜKALİ, Durdağı AKAN. Iğdır Üniversitesi Sağlık Hizmetleri Meslek Yüksek Okulu Mustafa DAL.
Pre School Eduation Probems and School Literature Screening Main Lines - 1 İnönü Üniversitesi / Fırat Üniversitesi / Ardahan Üniversitesi / Siirt Üniversitesi by İngilizce Öğretmeni Sefa Sezer
PRE SCHOOL EDUCATİON PROBLEMS AND SCHOOL LİTERATURE SCREENİNG MAİN LİNES - 1 İNÖNÜ UNİVERSİTY / FIRAT UNİVERSİTY / ARDAHAN UNİVERSİTY / SİİRT UNİVERSİTY SEFA SEZER / ENGLİSH TEACHER OTHER REASONS FOR PROBLEM
DetaylıPre School Eduation Probems and School Literature Screening Main Lines - 2 İnönü Üniversitesi / Fırat Üniversitesi / Ardahan Üniversitesi / Siirt Üniversitesi by İngilizce Öğretmeni Sefa Sezer
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