Anadolu University, Open Education Faculty, Turkish Language and Literature Department Graduated Students' Views towards Pedagogical Formation Training Certificate, Special Teaching Methods Courses and Turkish Language and Literature Education from: Sampl

Mesut Bulut
2016 Journal of Education and Training Studies  
The aim of this study is to find out Anadolu University Open Education Faculty Turkish Language and Literature graduated students' views towards Pedagogical Formation Training certificate and their opinions about special teaching methods. This study has been done in one of the universities of East Karadeniz in Turkey in which the 20 Turkish Language and Literature graduated students participated in Pedagogical Formation training certificated program. The data are collected from teachers'
more » ... te (prospective teachers) of Turkish Language and Literature who joined special teaching methods in Pedagogical Formation training program, as a result interviewing sessions had been held. During the interview, the approvals of participants have been taken into the consideration. The data collected from interviews has been analyzed according to content analysis method with emphasizing on accurate translation as possible. After approving its reliability by participants, audio recordings were shattered. The data which was collected with interviews was analyzed by content analysis method. At the end of study the teachers express that their participation in pedagogical training program and taking part in special teaching methods course helped them to overcome their deficiencies. So, especially in Turkish Language and Literature teaching they experienced difficulties in practice with the intense use of theoretical knowledge in textbooks, and are not able to develop written and oral expression skills in test-driven examination system. Accordingly at the end of Pedagogical Formation Education program it represented the efficiency of teaching methods and techniques, effective and efficient learning. So this paper signifies the practice opportunity which participants have experienced during the program and in this regard the recommendations have been suggested to the possible problems. 112 human ready for prosperous life and with relying on others lives and experiences provide mentalities, ideas, and good manner. "Literature and education deal with human and community, complete and involve each other. Because both main concentration is on human" (Kavcar, 1999: 2). "The functions of literature education, understanding of literary works and producing new ones have been raised with two main subjects. Students' attraction in literary works, empower their knowledge and interpretation ability, prepare the ground for the birth of new works" (Taşdelen, 2006: 54). With making humanistic approaches as starting point and focusing on literature education in intercept point of literature and education they carry out two main goals, in fact with concentrating on literature they try to bring about the individual with aesthetic vision. With relying on literature, grammar and writing (composition) try to develop individual reading, writing, speaking and listening skills; so, the literature is used as an effective instrument to develop individual education. It is up to say that the individual with the help of literature education expands everyday life feeling, thinking and manners to catch the goals (Güzel, 2006: 89). Literature education has been regarded as top step of language education. It is accepted as a field which cause to the self development of individuals, establish good relationships with others, express himself effectively, and have reconciliation with nature and himself (Bulut, 2012: 14). "Literature education is a kind of art education that with use of language power and in line with comprehension / interpretation, listening / hearing, adumbration/ perception gives literary aesthetic to the text. Its main aim is to thrive the inborn sense of beauty of student, develop and enrich it, and at the end train it... The purpose of literature teacher who relies on such aims, is beside being knowledgeable and experienced one in text analysis to be creative pedagogical formation educator" (Çetişli, 2006: 83). The main point in teaching Turkish language and literature is to increase the understanding of individuals with enriching their personality, cultural understanding and creativity. Generally according to Turkish Constitutional Law and National Education Basic Law, the purpose of Language and Literature education is to bring up individuals who care for their national and mental values, have a sense of being useful to the country, get developed in moral and humanitarian aspects, enrich thought and emotion, be capable of animadvert, and have sense of literature. In this matter language education for continuing of generation, transmitting of culture, national culture, national conscious, national solidarity and for equalization is needed. In the era which technology is expanding everywhere and as a result verbal communication is relatively low, language education must be strategically taken in school contexts. Consequently teachers training policy have been emphasized from generation to generation. Training master teachers are considered as milestone of state's plan in the case of high education; therefore, it is the only effective factor in education and starting educational program. Teachers are the actors for inauguration of all reforms. Therefore, teacher training policies is essential for states and nations. It must be constantly reviewed in every society and state educational policies, and kept up with the times. Teachers are like the driver of educational train. Teaching is complicated process which needs to be in line with rapidly changing information world. In information age which builds up information society, teachers has the central role. All over the educational process, teachers need to be developed. In the society which the teachers are not under professional development, there will not be any progress, because there is a direct relationship between teacher's quality and education. Effective and successful teacher, who know the best teaching behavior, set the goals according to his/her teaching, select the appropriate teaching approach, evaluate teaching, and in line with this behavior can set goals and can reorganize learning and teaching process (Senemoğlu, 1992) . also, teachers understanding of each student's personality and psychology, creating classroom activities and managing and communicating effectively and having the ability to use technology are needed (Darling-Hammond, 2006) . The main objective is to train qualified teachers in teacher training program. Qualified teachers are defined as individuals who have profession's information, field's information and general culture (Cobb, Darling-Hammond and Murangi, 1995) . From 1974 in Turkey, the shock which was experienced in teachers' education and significant changes in the teacher training system has been defined as in-service training case. After1974 correspondence course has been trained many teachers by various ways as fast training, outside of school education, evening education, summer education and open education. Teachers, who are trained in this way, aren't well trained for service (Eğitimsen, 2006; Akt. Bayram, 2010: 42). As the education is the foundation for any society every states whenever preparing development plans, primarily must consider the case of education; because the issue which survive the society, and base the foundation of society can be get only by education. In the light of scientific and technological developments in globalized world, "Change" and "development" takes place very quickly and every community is affected by this condition; because, development in any part of the world can affect other parts of world too. In a time which information is changed and developed so quickly, the education as the foundation of every society, the responsibility of government is increased in order to create equality of opportunity for any individuals in terms of education. But the important point is that we cannot highlight economical, cultural and social needs without providing the equality of opportunity. There is a direct relationship between the rise of the level of education and the level of economic prosperity. Therefore, it will be difficult in which everyone get the education in the same conditions. Therefore, especially for individuals who cannot benefit from formal
doi:10.11114/jets.v4i7.1497 fatcat:yr7a77kxizfy7fqt654ytcq5bi