Comparison of Chemistry Teacher Training Programs: The Cases of Türkiye and the Netherlands

Rukiye Turan Bal; Ayhan Yılmaz; Sinem Dinçol Özgür

Makale detayları

Comparison of Chemistry Teacher Training Programs: The Cases of Türkiye and the Netherlands

Yazarlar:

Rukiye Turan Bal | Ayhan Yılmaz | Sinem Dinçol Özgür

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Karşılaştırmalı ve Kültürlerarası Eğitim | Kimya Eğitimi

Dergi:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.22 Issue 1, pp.264-297

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001346320

pISSN:

1305-2020

Anahtar kelimeler:

Özet:

 This comparative educational research was conducted to compare the chemistry teacher training programs of Hacettepe University in Türkiye and Hogeschool Utrecht in the Netherlands by identifying their similarities and differences in terms of teacher training systems, compulsory field education courses, compulsory professional teaching knowledge courses, teaching practices, and elective courses. A holistic multiple-case study design was used for this purpose as a qualitative research method. Data were collected through document analysis by accessing the chemistry teacher training programs via the official websites of both universities. The obtained data were analyzed using the descriptive analysis method. The results revealed that there are similarities between the chemistry teacher training programs in Türkiye and the Netherlands in terms of the process of becoming a teacher and the European Credit Transfer System ECTS credits required for graduation, but significant differences were found in the compulsory field education courses, compulsory professional teaching knowledge courses, elective courses, and teaching practices. While in Türkiye 49 hours of compulsory field training are theoretical and 12 hours practical, in the Netherlands 42 hours are theoretical and 36 hours practical. In Türkiye, the professional teaching knowledge courses except Teaching Practice 1 and 2 are purely theoretical 28 hours in total, whereas in the Netherlands the courses are balanced among theory, group work, and fieldwork 12 hours each. In addition, in Türkiye, teaching practice is concentrated in the last two semesters of the fourth year 24 ECTS credits, whereas in the Netherlands it is integrated into the four-year program and is more extensive 84 ECTS credits. For elective courses, Türkiye allocates 60 ECTS credits, while the Netherlands allocates 30, focusing more on specialization and depth. In line with these findings, recommendations for all teacher education programs are presented within the categories of increasing field experiences, profiling and specialization, interdisciplinary education, research and project-oriented education, professional development, and counseling.

 This comparative educational research was conducted to compare the chemistry teacher training programs of Hacettepe University in Türkiye and Hogeschool Utrecht in the Netherlands by identifying their similarities and differences in terms of teacher training systems, compulsory field education courses, compulsory professional teaching knowledge courses, teaching practices, and elective courses. A holistic multiple-case study design was used for this purpose as a qualitative research method. Data were collected through document analysis by accessing the chemistry teacher training programs via the official websites of both universities. The obtained data were analyzed using the descriptive analysis method. The results revealed that there are similarities between the chemistry teacher training programs in Türkiye and the Netherlands in terms of the process of becoming a teacher and the European Credit Transfer System ECTS credits required for graduation, but significant differences were found in the compulsory field education courses, compulsory professional teaching knowledge courses, elective courses, and teaching practices. While in Türkiye 49 hours of compulsory field training are theoretical and 12 hours practical, in the Netherlands 42 hours are theoretical and 36 hours practical. In Türkiye, the professional teaching knowledge courses except Teaching Practice 1 and 2 are purely theoretical 28 hours in total, whereas in the Netherlands the courses are balanced among theory, group work, and fieldwork 12 hours each. In addition, in Türkiye, teaching practice is concentrated in the last two semesters of the fourth year 24 ECTS credits, whereas in the Netherlands it is integrated into the four-year program and is more extensive 84 ECTS credits. For elective courses, Türkiye allocates 60 ECTS credits, while the Netherlands allocates 30, focusing more on specialization and depth. In line with these findings, recommendations for all teacher education programs are presented within the categories of increasing field experiences, profiling and specialization, interdisciplinary education, research and project-oriented education, professional development, and counseling.

 This comparative educational research was conducted to compare the chemistry teacher training programs of Hacettepe University in Türkiye and Hogeschool Utrecht in the Netherlands by identifying their similarities and differences in terms of teacher training systems, compulsory field education courses, compulsory professional teaching knowledge courses, teaching practices, and elective courses. A holistic multiple-case study design was used for this purpose as a qualitative research method. Data were collected through document analysis by accessing the chemistry teacher training programs via the official websites of both universities. The obtained data were analyzed using the descriptive analysis method. The results revealed that there are similarities between the chemistry teacher training programs in Türkiye and the Netherlands in terms of the process of becoming a teacher and the European Credit Transfer System ECTS credits required for graduation, but significant differences were found in the compulsory field education courses, compulsory professional teaching knowledge courses, elective courses, and teaching practices. While in Türkiye 49 hours of compulsory field training are theoretical and 12 hours practical, in the Netherlands 42 hours are theoretical and 36 hours practical. In Türkiye, the professional teaching knowledge courses except Teaching Practice 1 and 2 are purely theoretical 28 hours in total, whereas in the Netherlands the courses are balanced among theory, group work, and fieldwork 12 hours each. In addition, in Türkiye, teaching practice is concentrated in the last two semesters of the fourth year 24 ECTS credits, whereas in the Netherlands it is integrated into the four-year program and is more extensive 84 ECTS credits. For elective courses, Türkiye allocates 60 ECTS credits, while the Netherlands allocates 30, focusing more on specialization and depth. In line with these findings, recommendations for all teacher education programs are presented within the categories of increasing field experiences, profiling and specialization, interdisciplinary education, research and project-oriented education, professional development, and counseling.

 Bu karşılaştırmalı eğitim araştırmasında, Türkiyede Hacettepe Üniversitesi ve Hollandada Hogeschool Utrecht Kimya Öğretmeni yetiştirme programlarının öğretmen yetiştirme sistemi, zorunlu alan eğitimi dersleri, zorunlu öğretmenlik meslek bilgisi dersleri, öğretmenlik uygulamaları ve seçmeli dersler açısından benzerlik ve farklılıklarının belirlenerek karşılaştırılması amaçlanmıştır. Bu amaçla nitel araştırma desenlerinden bütüncül çoklu durum deseni kullanılmıştır. Verilerin toplanmasında doküman incelemesi yapılmış ve her iki üniversitenin resmî genel ağ sitesinden kimya öğretmenliği lisans programlarına ulaşılmıştır. Elde edilen veriler betimsel analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda Türkiye ve Hollanda kimya öğretmeni yetiştirme programlarında; lisans eğitimi ve pedagojik formasyon eğitimi açısından öğretmen olunması için izlenmesi gereken süreç ve mezun olunması için alınması gereken Avrupa Kredi Transfer Sisteminde AKTS benzerlikler olduğu, ancak zorunlu alan alan eğitimi, zorunlu meslek bilgisi dersleri ve seçmeli dersler ile öğretmenlik uygulamaları açısından önemli farklılıklar olduğu tespit edilmiştir. Zorunlu alan eğitimi derslerinin Türkiyede 49 saati teorik, 12 saati uygulamalı iken, Hollandada 42 saati teorik, 36 saati uygulamalıdır. Türkiyede öğretmenlik meslek bilgisi dersleri Öğretmenlik Uygulaması 1 ve 2 dışında tamamen teorik toplam 28 saat iken, Hollandada dersler teori, grup çalışması ve saha çalışması her biri 12 saat arasında dengelenmiştir. Ayrıca, Türkiyede öğretmenlik uygulamaları dördüncü yılın son iki yarıyılında yoğunlaşırken 24 AKTS, Hollandada bu uygulamalar dört yıllık programa entegre edilmiş ve daha kapsamlıdır 84 AKTS. Seçmeli derslere Türkiyede 60 AKTS ayrılırken, Hollandada 30 AKTS ayrılmakta ve daha çok alanda uzmanlaşmaya ve derinliğe odaklanılmaktadır. Ulaşılan sonuçlar doğrultusunda; tüm öğretmen yetiştirme programlarını kapsayan öneriler uygulamalı eğitimin arttırılması, profil oluşturma ve uzmanlaşma, disiplinler arası eğitim, araştırma ve proje odaklı eğitim, mesleki gelişim ve danışmanlık başlıkları altında sunulmuştur.

Makale detayları

Comparison of Chemistry Teacher Training Programs: The Cases of Türkiye and the Netherlands

Yazarlar:

Rukiye Turan Bal | Ayhan Yılmaz | Sinem Dinçol Özgür

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Karşılaştırmalı ve Kültürlerarası Eğitim | Kimya Eğitimi

Dergi:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.22 Issue 1, pp.264-297

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001346320

pISSN:

1305-2020

Netherlands

Türkiye

chemistry teacher training program

comparative educationHollanda

Türkiye

kimya öğretmeni yetiştirme programları

karşılaştırmalı eğitim

Sayı

Makale detayları

Yazarlar: Rukiye Turan Bal | Ayhan Yılmaz | Sinem Dinçol Özgür

Yayıncı: Van Yuzuncu Yıl University

Ana Başlıklar: Karşılaştırmalı ve Kültürlerarası Eğitim | Kimya Eğitimi

Dergi: Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.22 Issue 1, pp.264-297

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001346320

pISSN: 1305-2020

Sayı

Yazarlar:

Rukiye Turan Bal | Ayhan Yılmaz | Sinem Dinçol Özgür

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Karşılaştırmalı ve Kültürlerarası Eğitim | Kimya Eğitimi

Dergi:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.22 Issue 1, pp.264-297

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001346320

pISSN:

1305-2020