SavedAdd your journal

Journals / International Journal of Modern Education Studies / 2022 / Cilt: 6 - Sayı: 2

Research on professional Turkish teacher law based on teachers' rights and freedoms

Mustafa Çağrı GÜRBÜZ
Bünyamin AYDIN
Tuba GÜRBÜZ
Pages
319–345
Publication Date
2022-12-31
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

Teachers stated that though they generally support the need for such a profession law, the new law should be discussed more opportunities that are promising should be offered to teachers.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The “Teaching Profession Law” came into force in February 2022 to regulate the professional rights of teachers.
📊
Key Findings & Data:Teachers (379 female, 285 male) from all school types, teaching levels, geographical regions, and seniority participated voluntarily in this study.
💡
Conclusion & Impact:Teachers stated that though they generally support the need for such a profession law, the new law should be discussed more opportunities that are promising should be offered to teachers.
🔬Design:Survey & Empirical Study
📍Scope:2022 Verileri
⚙️Variables:Professional development · teacher opinions · teaching profession

Abstract

The “Teaching Profession Law” came into force in February 2022 to regulate the professional rights of teachers. The scope and purpose of this law are to regulate the professional development and career steps of teachers. This research aimed to determine the opinions of teachers about the new law of the profession. It is a descriptive study in survey design. Teachers (379 female, 285 male) from all school types, teaching levels, geographical regions, and seniority participated voluntarily in this study. Teachers think that the new professional law will not improve their rights and increase the prestige of the profession. Teachers think that the new law of professional development is not adequately discussed or discussed based on scientific data. According to teachers, the new professional law does not encourage professional development. Teachers stated that though they generally support the need for such a profession law, the new law should be discussed more opportunities that are promising should be offered to teachers.

🔖

Cite This Article

GÜRBÜZ, M. Ç., AYDIN, B., GÜRBÜZ, T. (2022). Research on professional Turkish teacher law based on teachers' rights and freedoms. International Journal of Modern Education Studies, Cilt: 6 - Sayı: 2, 319–345. https://ajindex.com/articles/877451

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Akyüz, Y. (2001). Başlangıçtan 2001’e Türk eğitim tarihi [Turkish education history from the beginning to 2001]. İstanbul:
  2. Alfa Yayınları.
  3. Altuntas, Ö. (2017, December 27). PISA direktörü Andreas Schleicher: Türkiye bilgiyi pratiğe geçirmeyi öğrenmeli [Turkey should learn to put knowledge into practice]. BBC Türkçe. Retrived from https://www.bbc.com/turkce/haberler-turkiye-42481321.
  4. Archibald, S., Coggshall, J. G., Croft, A., & Goe, L. (2011). High-Quality Professional Development for All Teachers: Effectively Allocating Resources. Research & Policy Brief. New York: New York Comprehensive Center and Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from https://files.eric.ed.gov/fulltext/ED520732.pdf
  5. Atanur Baskan, G., Aydin, A., & Madden, T. (2006). Turkiye’deki ogretmen yetistirme sistemine karsilastirmali bir bakis [A comparative view on the teacher training system in Turkey]. Journal of Cukurova University Institude of Social Sciences, 15 (1), 35-42.
  6. Aykaç, N., Kabaran, H., & Bilgin, H. (2014). Türkiye'de ve Bazı Avrupa Birliği Ülkelerindeki Öğretmen Yetiştirme Uygulamalarının Karşılaştırılmalı Olarak İncelenmesi (Almanya, Finlandiya, Fransa, İngiltere ve Türkiye Örneği) [Comparative Analysis of Teacher Training Practices in Turkey and Some European Union Countries]. Electronic Turkish Studies, 9(3). Barber, M. and Mourshed, M. (2007). How The World's Best-Performing School Systems Come Out On Top. New York: McKinsey & Company. Buyukozturk, S., Cokluk, O. & Koklu, N. (2014). Sosyal bilimler icin istatistik [Statistics for social sciences] (14th. Edition). Ankara:
  7. Pegem Akademi. Can, Ertug. (2015). Qualitative Obstacles in Turkish Education System and Suggestions. Anthropologist, 20 (1,2) 289-296.
  8. Çelikten, M. (2005). Öğretmenlik Mesleği ve Özellikleri [Teaching Profession and Characteristics]. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(19), 207-237.
  9. Ceylan, E., Özdoğan Özbal, E., Sever, M. & Boyacı, A. (2020). Türkiye’deki Öğretmen ve Okul Yöneticilerinin Görüşleri, Öğretim Koşulları: TALIS 2018 Öğretmen ve Okul Yöneticileri Yanıtları Analizi [Opinions of Teachers and School Administrators in Turkey, Teaching Conditions: Analysis of TALIS 2018 Teachers and School Administrators Responses]. Ankara: Milli Eğitim Bakanlığı Yayınları. Retrived from https://oygm.meb.gov.tr/meb_iys_dosyalar/2020_09/10142823_TALIS_RAPORU-.pdf
  10. Cohen, D. K. ve Hill, H. C. (2000). Instructional policy and classroom performance: The mathe