Türkiye, Fransa ve İngiltere eğitim sistemlerinde öğretimsel etkinliklerin denetiminin yapısal olarak karşılaştırılması
Yükleniyor...
Dosyalar
Tarih
2007
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın genel amacı, Türkiye, Fransa ve İngiltere Eğitim Sistemlerinde İlköğretim düzeyinde öğretimsel etkinliklerin denetimi konusunda benzerlik ve farklılıkları ortaya koymaktır. Bu araştırmada, Türkiye, Fransa ve İngiltere Eğitim Sistemlerinde öğretimsel etkinliklerin denetimi karşılaştırmalı bir yaklaşımla ele alınmıştır. Bugün Türkiye'de eğitim sisteminin denetimi merkezi bir özellik göstermektedir ve bu sistemin oluşturulmasında Fransa Eğitim Sisteminin denetimi ile ilgili düzenlemelerden yararlanılmıştır. Bununla birlikte, Sekizinci Beş Yıllık Kalkınma Planı gereğince kamuda performans denetim sistemine geçmek üzere birtakım çalışmalar başlatılmıştır. Performans denetimi sistemiyle, okulların ve öğretmenlerin değerlendirilmesi, sadece müfettişler tarafından yapılmayacak, öğrenciler, veliler, zümre öğretmenleri ve okul müdürü de bu değerlendirmelerde önemli rol oynayacaktır. Bu sistemin oluşturulması ile ilgili çalışmalarda İngiltere Eğitim Sistemindeki denetim ile ilgili düzenlemelerden yararlanılmıştır. Eğitim ile ilgili herhangi bir soruna ilişkin farklı ülkelerdeki farklı uygulamaların, sorunun çözümünde alternatif yaklaşımlar oluşturabileceği düşüncesinden hareketle, bu çalışmada karşılaştırmalı yaklaşımlardan yatay yaklaşım tercih edilmiş ve söz konusu ülkeler hakkında elde edilen bulgular alt problemlere dayalı olarak sunulmuştur. Araştırmada, öncelikle Türkiye, Fransa ve İngiltere Eğitim Sistemleri'nde denetimin yapısı ayrı ayrı incelenmiş, daha sonra bu bulgulara dayalı olarak, bu üç ülkenin eğitim sisteminde denetimin amaçları, denetim kurulları ve bu kurulların görev ve sorumlulukları, denetimin yasal dayanakları, ilköğretimde denetim süreci ve öğretimsel etkinliklerin denetimi ile ilgili karşılaştırmalara yer verilmiştir.
The main aim of this study is to investigate the similarities and the differences about the inspection of teaching activities at primary school level in the education systems of Turkey, France and England. In this research, Inspection of teaching in the education systems of Turkey, France and England was discussed by a comparative approach. Nowadays the inspection of Turkish Education System has a central characteristic and in the establishing of this system, it was influenced by the regulations in the France Education system. Besides, there are some regulations for the Performance Evaluation System in all public institutions, due to the 8th Five Years Development Plan. As a consequence of the performance evaluation system, the evaluation of schools and teachers will not be done solely not only by inspectors, and but also teachers, parents, teachers in the same branches and the school principal will have important roles in this evaluation process. In studies to establish this system, regulations about inspection in England Education system are benefited. In this study, comparative horizontal approach was chosen, since it was thought that different applications in different countries related to any problem about education could form alternative approaches about the solution of the problem. Findings about the countries in question were presented depending on the problem questions. In the study, first of all, inspection systems in Turkey, France and England were presented in details one by one, then, according to these findings in these three countries? education systems the aims of inspection, inspectorates, the responsibilities of these inspectorates, legal regulations of inspection, inspection process in primary schools and inspection of teaching activities were compared.
The main aim of this study is to investigate the similarities and the differences about the inspection of teaching activities at primary school level in the education systems of Turkey, France and England. In this research, Inspection of teaching in the education systems of Turkey, France and England was discussed by a comparative approach. Nowadays the inspection of Turkish Education System has a central characteristic and in the establishing of this system, it was influenced by the regulations in the France Education system. Besides, there are some regulations for the Performance Evaluation System in all public institutions, due to the 8th Five Years Development Plan. As a consequence of the performance evaluation system, the evaluation of schools and teachers will not be done solely not only by inspectors, and but also teachers, parents, teachers in the same branches and the school principal will have important roles in this evaluation process. In studies to establish this system, regulations about inspection in England Education system are benefited. In this study, comparative horizontal approach was chosen, since it was thought that different applications in different countries related to any problem about education could form alternative approaches about the solution of the problem. Findings about the countries in question were presented depending on the problem questions. In the study, first of all, inspection systems in Turkey, France and England were presented in details one by one, then, according to these findings in these three countries? education systems the aims of inspection, inspectorates, the responsibilities of these inspectorates, legal regulations of inspection, inspection process in primary schools and inspection of teaching activities were compared.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Pehlivan, F. (2007). Türkiye, Fransa ve İngiltere eğitim sistemlerinde öğretimsel etkinliklerin denetiminin yapısal olarak karşılaştırılması. Yayımlanmış Yüksek lisans Tezi, İnönü Üniversitesi, Malatya.
