Duruhan, KemalGürbüztürk, OğuzŞan, İsmail2021-12-072021-12-072013DURUHAN K,GÜRBÜZTÜRK O,ŞAN İ,PEPELER E (2013). Assessment of Being Trained in the Turkish Education System in Terms of Progressive and Traditional Understandings and Practices (Case of Malatya). İnönü Üniversitesi Eğitim Fakültesi Dergisi, 14(3), 59 - 78.1300-28992149-9683https://hdl.handle.net/11616/44095https://search.trdizin.gov.tr/yayin/detay/248866Abstract: The aim of this study is to make an assessment of being trained in the Turkish education system in terms of progressive and traditional understandings and practices. The study sample is formed by 43 faculty members working in Inonu University, Department of Education and 51 elementary school teachers and 47 secondary school teachers working in the municipality of Malatya City Center that are selected randomly. In the study a questionnaire consisting of 56 items that are prepared based on expert opinion was used as data collection tool based. The questionnaire forms were applied to sample group by the researchers. In the analysis of the data, about each item, the frequency and percentages of the opinions of teaching staff and the teachers are given in the table. Kay-square (?2) test was used to determine whether there is a significant difference between the opinions of the teaching staff and teachers according to their education level and seniority. At the result of the study, it is found that the individuals grown through school education should be useful for themselves and the society, but the one within the education system cannot log out of the system as a quality product, theoretical and practical knowledge should be made the students acquired in school education and training activities, however, in these processes, there are problems in reaching high-level learning (analysis, synthesis, and evaluation), although a student-centered teacher training is aimed, the methods and techniques in which the teachers are active in the practices are not usually given up, there is a significant difference between the opinions of lecturers and teachers in the 25 items of the questionnaire due to their level of education and there is no significant difference between the opinions of lecturers and teachers according to their seniority in general but there is a significant difference in the six items of the questionnaireeninfo:eu-repo/semantics/openAccessArticle1435978248866