COMPARATIVE ANALYSIS of TOP-PERFORMING COUNTRIES in PISA and TURKIYE’S TEACHER COMPETENCES

Orhan Ataman; Ali Orhan

Makale detayları

COMPARATIVE ANALYSIS of TOP-PERFORMING COUNTRIES in PISA and TURKIYE’S TEACHER COMPETENCES

Yazarlar:

Orhan Ataman | Ali Orhan

Yayıncı:

Trakya University

Ana Başlıklar:

Karşılaştırmalı ve Kültürlerarası Eğitim | Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Trakya Eğitim Dergisi Vol.14 Issue 1, pp.241-259

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001310499

pISSN:

2630-6301

Anahtar kelimeler:

Özet:

 The aim of this study is to compare the teacher competency frameworks TCFs of top performing countries in PISA Singapore, Hong Kong, Estonia, Canada and Türkiye and to reveal the similarities and differences among teacher competences of these countries. Comparative education method was used in the study. Successful countries in PISA from different regions were chosen as sample countries. Official documents on teacher education and specifically TCFs of sample countries were examined as the main data sources. Descriptive analysis was used for the analysis of data. This study revealed that subject matter knowledge and pedagogical skills, teachers continuous professional development and collaboration, and supporting student development are the in common competences in all sample high-achieving countries TCFs including Türkiye. However, Techno-pedagogical skills domain, which is quite important in todays world, exists only in Estonias TCF. It was seen that publishing year of TCFs differs greatly. It was concluded that sample countries TCFs have similarities largely while there are also some differences among them. Finally, it was seen that Türkiyes TCF shows similarities to sample top-performing countries TCFs to a great extent.

 The aim of this study is to compare the teacher competency frameworks TCFs of top performing countries in PISA Singapore, Hong Kong, Estonia, Canada and Türkiye and to reveal the similarities and differences among teacher competences of these countries. Comparative education method was used in the study. Successful countries in PISA from different regions were chosen as sample countries. Official documents on teacher education and specifically TCFs of sample countries were examined as the main data sources. Descriptive analysis was used for the analysis of data. This study revealed that subject matter knowledge and pedagogical skills, teachers continuous professional development and collaboration, and supporting student development are the in common competences in all sample high-achieving countries TCFs including Türkiye. However, Techno-pedagogical skills domain, which is quite important in todays world, exists only in Estonias TCF. It was seen that publishing year of TCFs differs greatly. It was concluded that sample countries TCFs have similarities largely while there are also some differences among them. Finally, it was seen that Türkiyes TCF shows similarities to sample top-performing countries TCFs to a great extent.

 The aim of this study is to compare the teacher competency frameworks TCFs of top performing countries in PISA Singapore, Hong Kong, Estonia, Canada and Türkiye and to reveal the similarities and differences among teacher competences of these countries. Comparative education method was used in the study. Successful countries in PISA from different regions were chosen as sample countries. Official documents on teacher education and specifically TCFs of sample countries were examined as the main data sources. Descriptive analysis was used for the analysis of data. This study revealed that subject matter knowledge and pedagogical skills, teachers continuous professional development and collaboration, and supporting student development are the in common competences in all sample high-achieving countries TCFs including Türkiye. However, Techno-pedagogical skills domain, which is quite important in todays world, exists only in Estonias TCF. It was seen that publishing year of TCFs differs greatly. It was concluded that sample countries TCFs have similarities largely while there are also some differences among them. Finally, it was seen that Türkiyes TCF shows similarities to sample top-performing countries TCFs to a great extent.

 Bu çalışmanın amacı, PISAda en iyi performans gösteren ülkeler Singapur, Hong Kong, Estonya, Kanada ile Türkiyenin öğretmen yeterlik çerçevelerini ÖYÇ karşılaştırmak ve bu ülkelerin öğretmen yeterlikleri arasındaki benzerlikleri ve farklılıkları ortaya koymaktır. Çalışmada karşılaştırmalı eğitim yöntemi kullanılmıştır. Örneklem olarak PISAda başarı gösteren farklı bölgelerden ülkeler seçilmiş ve bu ülkelerin ÖYÇleri başlıca veri kaynakları olarak incelenmiştir. Verilerin analizinde betimsel analiz kullanılmıştır. Bu çalışmanın sonucunda, alan bilgisi, pedagojik beceriler, öğretmenlerin sürekli mesleki gelişimi ve işbirliği, öğrenci gelişimini desteklemenin Türkiye dâhil incelenen tüm ülkelerin ÖYÇlerinde ortak olan yeterlikler olduğu görülmüştür. Ancak günümüz dünyasında oldukça önemli olan Teknolojik-pedagojik beceriler alanı sadece Estonyanın ÖYÇsinde bulunmaktadır. ÖYÇlerin yayın yıllarının büyük farklılıklar gösterdiği görülmüştür. İncelenen ülkelerin ÖYÇlerinin büyük ölçüde benzerlikler gösterdiği, ancak aralarında bazı farklılıkların da olduğu sonucuna varılmıştır. Son olarak, Türkiyenin ÖYÇsinin PISAda en iyi performans gösteren ülkelerin ÖYÇleri ile büyük ölçüde benzerlikler gösterdiği görülmüştür.

Makale detayları

COMPARATIVE ANALYSIS of TOP-PERFORMING COUNTRIES in PISA and TURKIYE’S TEACHER COMPETENCES

Yazarlar:

Orhan Ataman | Ali Orhan

Yayıncı:

Trakya University

Ana Başlıklar:

Karşılaştırmalı ve Kültürlerarası Eğitim | Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Trakya Eğitim Dergisi Vol.14 Issue 1, pp.241-259

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001310499

pISSN:

2630-6301

teacher competences

teacher competency framework

PISA

techno-pedagogical skillsöğretmen yeterlikleri

öğretmen yeterlik çerçevesi

PISA

teknolojik-pedagojik alan bilgisi

Sayı

Makale detayları

Yazarlar: Orhan Ataman | Ali Orhan

Yayıncı: Trakya University

Ana Başlıklar: Karşılaştırmalı ve Kültürlerarası Eğitim | Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi: Trakya Eğitim Dergisi Vol.14 Issue 1, pp.241-259

Belge Tipi: Makale

Yayın Tarihi: 1/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001310499

pISSN: 2630-6301

Sayı

Yazarlar:

Orhan Ataman | Ali Orhan

Yayıncı:

Trakya University

Ana Başlıklar:

Karşılaştırmalı ve Kültürlerarası Eğitim | Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Trakya Eğitim Dergisi Vol.14 Issue 1, pp.241-259

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001310499

pISSN:

2630-6301