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Journals / Yükseköğretim ve Bilim Dergisi / 2025 / Cilt: 15 Sayı: 3

Bridging the Gap or Building a Burden? Pre-service EFL Teachers’ Perspectives on the National Education Academy

Eksiklikleri Gidermek mi, Yeni Bir Yük Eklemek mi? İngilizce Öğretmeni Adaylarının Millî Eğitim Akademisi Üzerine Değerlendirmeleri

Batuhan Selvi(FIRAT ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-4755-3361
Zelal Çoban(FIRAT ÜNİVERSİTESİ)0009-0009-3428-7461
Suheyla Demirkol Orak(FIRAT ÜNİVERSİTESİ, YABANCI DİLLER YÜKSEKOKULU, YABANCI DİLLER BÖLÜMÜ)0000-0002-0605-6537
Pages
413–425
Publication Date
2025-12-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings revealed a mixed reception among participants.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Teacher education has undergone numerous reforms globally to meet evolving educational demands.
📊
Key Findings & Data:In Türkiye, the introduction of the National Education Academy (NEA) marks a significant shift in teacher preparation, aiming to provide structured theoretical and practical training to better equip graduates for the teaching profession.
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Conclusion & Impact:The findings revealed a mixed reception among participants.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Öğretmen eğitimi · İngilizce öğretmeni adayları · MillÎ Eğitim Akademisi

Abstract

Teacher education has undergone numerous reforms globally to meet evolving educational demands. In Türkiye, the introduction of the National Education Academy (NEA) marks a significant shift in teacher preparation, aiming to provide structured theoretical and practical training to better equip graduates for the teaching profession. This study investigates the perspectives of pre-service English as a Foreign Language (EFL) teachers on the recently introduced NEA. Using a qualitative case study design, semi-structured interviews were conducted with 15 pre-service EFL teachers from various academic levels to explore their views on the necessity of the NEA, its alignment with university education, and its potential impact on their professional development. The findings revealed a mixed reception among participants. While some viewed the NEA as a valuable opportunity for continuous professional development—particularly for noneducation graduates—others perceived it as redundant and burdensome. Key concerns included overlap between the NEA curriculum and existing university coursework, financial and psychological stress caused by extended training, and potential delays in entering the teaching profession. The study identified seven themes, including general awareness, concerns about professional trajectory, and perceived differences between the NEA and undergraduate education. Many participants advocated for enhancing university curricula to eliminate the need for additional post-graduate training. By addressing pre-service teachers’ perceptions, this research highlights critical areas for improvement in the design and implementation of the NEA, contributing to the ongoing discourse on teacher education reform in Türkiye

Özet

Öğretmen eğitimi, değişen ihtiyaçlara yanıt verebilmek amacıyla küresel düzeyde birçok reforma tabi tutulmuştur. Türkiye’de MillÎ Eğitim Akademisi’nin (MEA) hayata geçirilmesi, öğretmen yetiştirme sürecinde önemli bir değişimi temsil etmektedir. MEA, öğretmen adaylarını mesleğe daha iyi hazırlamak amacıyla yapılandırılmış teorik ve pratik eğitimler sunmayı hedeflemektedir. Bu çalışma, İngilizce öğretmeni adaylarının yeni kurulan MEA hakkındaki görüşlerini incelemektedir. Nitel bir durum çalışması olarak tasarlanan araştırmada, farklı akademik seviyelerden 15 İngilizce öğretmeni adayıyla yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Araştırmada, Akademi’nin gerekliliği, üniversite eğitimiyle uyumu ve mesleki gelişime olası etkileri konusundaki katılımcı görüşleri ele alınmıştır. Bulgular, katılımcılar arasında görüş ayrılıkları olduğunu ortaya koymuştur. Bazı katılımcılar MEA’yı, özellikle eğitim fakültesi mezunu olmayanlar için sürekli mesleki gelişim açısından değerli bir fırsat olarak görürken, diğerleri Akademi’yi gereksiz ve külfetli bulmuştur. Başlıca endişeler arasında MEA müfredatının üniversite dersleriyle örtüşmesi, uzun süren eğitimin neden olduğu finansal ve psikolojik stres ve mesleğe atılmanın gecikmesi yer almaktadır. Birçok katılımcı, lisans eğitim programlarının iyileştirilerek mezuniyet sonrası ek bir eğitime gerek kalmaması gerektiğini savunmuştur. Öğretmen adaylarının görüşlerine odaklanan bu araştırma, MEA’nın tasarım ve uygulanmasında geliştirilmesi gereken kritik alanları ortaya koyarak Türkiye’deki öğretmen eğitimi reformlarına yönelik süregelen tartışmalara katkı sunmaktadır

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Cite This Article

Selvi, B., Çoban, Z., Orak, S. D. (2025). Bridging the Gap or Building a Burden? Pre-service EFL Teachers’ Perspectives on the National Education Academy. Yükseköğretim ve Bilim Dergisi, Cilt: 15 Sayı: 3, 413–425. https://doi.org/10.5961/higheredusci.1587058

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