Examination of the German Language Teaching Undergraduate Program Within Competing Agendas That Are Effective in Teacher Training

Ayhan Yavuz Özdemir

Article Details

Examination of the German Language Teaching Undergraduate Program Within Competing Agendas That Are Effective in Teacher Training

Authors:

Ayhan Yavuz Özdemir

Publisher:

Mustafa Süleyman ÖZCAN

Main Topics:

Alan Eğitimleri

Journal:

İnsan ve Toplum Bilimleri Araştırmaları Dergisi Vol.12 Issue 2, pp.706-732

Document Type:

Article

Publication Date:

6/2023

Document Language:

Turkish

Document ID (Org No.):

2001289916

pISSN:

2147-1185

Keywords:

Abstract:

 In this study, the German language teaching undergraduate programs, which were put into practice in 1998, 2006 and 2018, and the transfer of authority made by the CoHE Councel of Higher Education to create programs for education faculties in 2020 are discussed within the scope of competing agendas that are effective in teacher training. In this way, it is intended to reveal the changes experienced within the scope of competing agendas in these programs. In this direction, the sources reached regarding these programs and the decision of delegation of authority were made the subject of research by using the document review method. The findings were categorized and discussed within the framework of each competing agenda. In summary, the findings of the research are as follows: 1 With the arrangements, it is seen that less weight is given to philological content knowledge and more importance is given to pedagogical content knowledge and pedagogical knowledge in the creation of German language teaching undergraduate programs. 2 In the programs in 1998 and 2006, practice hours were added to some of the theoretical courses. In 2018, the practice hours were abolished, except for one lesson, and this situation revealed the need for the lessons to be carried out both theoretically and practically. 3 According to another conclusion reached, the understanding of technician teachers gradually lost its importance in the program changes and the understanding of professional teacher training has been put in the foreground. However, some regulations lead prospective German teachers and teachers to adopt the technician teacher approach. 4 With the recent program regulations, it was determined that it has been preferred to create programs aimed at common goals and focusing on the understanding of diversity instead of programs focused on standardization. In addition, it is among the objectives of these program regulations that the professional skills of prospective German teacher reach certain standards and that they are trained as instructors who can diversify the teaching process and make this process productive for students according to the conditions.

 In this study, the German language teaching undergraduate programs, which were put into practice in 1998, 2006 and 2018, and the transfer of authority made by the CoHE Councel of Higher Education to create programs for education faculties in 2020 are discussed within the scope of competing agendas that are effective in teacher training. In this way, it is intended to reveal the changes experienced within the scope of competing agendas in these programs. In this direction, the sources reached regarding these programs and the decision of delegation of authority were made the subject of research by using the document review method. The findings were categorized and discussed within the framework of each competing agenda. In summary, the findings of the research are as follows: 1 With the arrangements, it is seen that less weight is given to philological content knowledge and more importance is given to pedagogical content knowledge and pedagogical knowledge in the creation of German language teaching undergraduate programs. 2 In the programs in 1998 and 2006, practice hours were added to some of the theoretical courses. In 2018, the practice hours were abolished, except for one lesson, and this situation revealed the need for the lessons to be carried out both theoretically and practically. 3 According to another conclusion reached, the understanding of technician teachers gradually lost its importance in the program changes and the understanding of professional teacher training has been put in the foreground. However, some regulations lead prospective German teachers and teachers to adopt the technician teacher approach. 4 With the recent program regulations, it was determined that it has been preferred to create programs aimed at common goals and focusing on the understanding of diversity instead of programs focused on standardization. In addition, it is among the objectives of these program regulations that the professional skills of prospective German teacher reach certain standards and that they are trained as instructors who can diversify the teaching process and make this process productive for students according to the conditions.

 In this study, the German language teaching undergraduate programs, which were put into practice in 1998, 2006 and 2018, and the transfer of authority made by the CoHE Councel of Higher Education to create programs for education faculties in 2020 are discussed within the scope of competing agendas that are effective in teacher training. In this way, it is intended to reveal the changes experienced within the scope of competing agendas in these programs. In this direction, the sources reached regarding these programs and the decision of delegation of authority were made the subject of research by using the document review method. The findings were categorized and discussed within the framework of each competing agenda. In summary, the findings of the research are as follows: 1 With the arrangements, it is seen that less weight is given to philological content knowledge and more importance is given to pedagogical content knowledge and pedagogical knowledge in the creation of German language teaching undergraduate programs. 2 In the programs in 1998 and 2006, practice hours were added to some of the theoretical courses. In 2018, the practice hours were abolished, except for one lesson, and this situation revealed the need for the lessons to be carried out both theoretically and practically. 3 According to another conclusion reached, the understanding of technician teachers gradually lost its importance in the program changes and the understanding of professional teacher training has been put in the foreground. However, some regulations lead prospective German teachers and teachers to adopt the technician teacher approach. 4 With the recent program regulations, it was determined that it has been preferred to create programs aimed at common goals and focusing on the understanding of diversity instead of programs focused on standardization. In addition, it is among the objectives of these program regulations that the professional skills of prospective German teacher reach certain standards and that they are trained as instructors who can diversify the teaching process and make this process productive for students according to the conditions.

 Bu çalışmada 1998, 2006 ve 2018 yıllarında uygulamaya konulan Almanca öğretmenliği lisans programları ve YÖKün 2020 yılında eğitim fakültelerine program oluşturma konusunda yapmış olduğu yetki devri öğretmen yetiştiriminde etkili olan çatışma alanları kapsamında incelenmiştir. Bu sayede söz konusu programlarda yaşanan değişimlerin çatışma alanları kapsamında ortaya konulması amaçlanmıştır. Bu doğrultuda bahsedilen programlar ve yetki devri kararı ile ilgili ulaşılan kaynaklar doküman incelmesi yöntemi kullanılarak araştırma konusu yapılmıştır. Ulaşılan veriler her bir çatışma alanı çerçevesinde kategorize edilerek ele alınmıştır. Araştırma sonucu elde edilen bulgular özetle şunladır: 1 Almanca öğretmenliği lisans programlarının oluşturulması ile ilgili yapılan düzenlemeler giderek filolojik alan bilgisine daha az ağırlık verilmesi, pedagojik alan bilgisine ve pedagoji bilgisine daha fazla önem verilmesi yönündedir. 2 1998 ve 2006 yıllarındaki programlarda kuramsal derslerin bazılarına uygulama saati eklenmiştir. 2018 yılında bir ders dışında uygulama saatleri kaldırılmış, bu durum derslerin hem kuramsal hem de uygulama odaklı gerçekleştirilmesi gereksinimini ortaya çıkarmıştır. 3 Ulaşılan bir diğer sonuca göre yapılan program değişikliklerinde teknisyen öğretmen anlayışı giderek önemini yitirmiş ve uzman öğretmen yetiştirme anlayışı ön plana konulmuştur. Ancak bazı düzenlemeler Almanca öğretmeni adaylarını ve öğretmenlerini teknisyen öğretmen anlayışını benimsemeye yöneltmektedir. Bu konuyla ilgili olarak farklı kademeler arası geçiş, öğretmenlerin yetiştirilmesi ve atanması gibi süreçlerin birbirine daha iyi şekilde entegre edilmesinin nitelikli Almanca öğretmeni yetiştirimini etkileyen önemli bir nokta olduğu sonucuna varılmıştır. 4 Son yapılan program düzenlemeleri ile standardizasyon ağırlıklı programlar yerine ortak amaçlara yönelik ve çeşitlilik anlayışına ağırlık veren programların oluşturulması yolunun tercih edildiği belirlenmiştir. Almanca öğretmeni adaylarının mesleki becerilerinin belirli standartlara erişmesi ve öğretim sürecini çeşitlendirebilen ve koşullara göre bu süreci öğrenciler için verimli hale getirebilen öğreticiler olarak yetiştirilmesi söz konusu program düzenlemelerinin hedefleri arasında yer almaktadır.

Article Details

Examination of the German Language Teaching Undergraduate Program Within Competing Agendas That Are Effective in Teacher Training

Authors:

Ayhan Yavuz Özdemir

Publisher:

Mustafa Süleyman ÖZCAN

Main Topics:

Alan Eğitimleri

Journal:

İnsan ve Toplum Bilimleri Araştırmaları Dergisi Vol.12 Issue 2, pp.706-732

Document Type:

Article

Publication Date:

6/2023

Document Language:

Turkish

Document ID (Org No.):

2001289916

pISSN:

2147-1185

Teacher

Educational Program

Undergraduate Education

German Language Teaching

Program CreationÖğretmen

Eğitim Programı

Lisans Eğitimi

Almanca Öğretmenliği

Program Geliştirme

Issues

Article Details

Authors: Ayhan Yavuz Özdemir

Publisher: Mustafa Süleyman ÖZCAN

Main Topics: Alan Eğitimleri

Journal: İnsan ve Toplum Bilimleri Araştırmaları Dergisi Vol.12 Issue 2, pp.706-732

Document Type: Article

Publication Date: 6/2023

Document Language: Turkish

Document ID (Org No.): 2001289916

pISSN: 2147-1185

Issues

Authors:

Ayhan Yavuz Özdemir

Publisher:

Mustafa Süleyman ÖZCAN

Main Topics:

Alan Eğitimleri

Journal:

İnsan ve Toplum Bilimleri Araştırmaları Dergisi Vol.12 Issue 2, pp.706-732

Document Type:

Article

Publication Date:

6/2023

Document Language:

Turkish

Document ID (Org No.):

2001289916

pISSN:

2147-1185