Finland and Northern Cyprus Primary Teacher Training Policies
Article Sidebar
Main Article Content
Abstract
The aim of this study is to make proposals for the development of Northern Cyprus training teachers in primary education policies applied in the Turkish Republic. In the collection of research data, examining the document method was used. In this context; Among the most successful countries in international exams such as PISA and TIMSS, the structure of the institutions that train teachers for primary education, programs, teachers' selection and appointment process of the teachers were examined in Finland.The study also examined the teacher training policy in primary education in the Turkish Republic of Northern Cyprus,consequently determine similarities and the differences were presented. Also in the light of the similarities and the differences found in primary teacher training policy applied in Finland and the Turkish Republic of Northern Cyprus, Turkish Republic of Northern Cyprus has some suggestions.   Â
Â
Keywords: Turkish Republic, Northern Cyprus, PISA and TIMSS
ÂDownloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Alasuutari, P., Bickman, L.,& Brannen, J. (2008) The SAGE handbook of social research methods 21. Focus groups. London: Sage Publications.
Barbour, R. S., & Kitzinger, J. (1999). Developing focus group research. Introduction: the challenge and promise of focus groups. In Barbour, R. S., & Kitzinger, J. (Ed.), Developing focus group research. London, etc.: Sage Publications. (pp.1-20).
Brooks, G. & Brooks, M. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Brundiers, K., & Wiek, A., Redman C.L. (2010). Real-world learning opportunities in sustainability: from classroom into the real world. International Journal of Sustainability in Higher Education. 11, 4, 308-324.
Clavin, B., & Lewis, A. (2005). Focus groups on consumers’ ethical beliefs. In Harrison, R., Newholm, T. & Shaw, D. (Ed.), The ethical consumer. London: Sage Publications, 173-187.
Department of Education and Skills (2007) Sustainable development: our commitment. www.dfes.gov.uk/aboutus/sd/ retrieved June 12, 2015.
Gedžūne, I., & Gedžūne, G. (2011) Exploring and promoting ecological consciousness in teacher education: the possibilities of educational action research in education for sustainable development. Journal of Teacher Education for Sustainability, 13, 1, 43–61. DOI: 10.2478/v10099-011-0004-2
Grabovska, R. (2006) IlgtspÄ“jÄ«bas principa Ä«stenoÅ¡ana skolotÄju izglÄ«tÄ«bÄ. [Implementation of the principle of sustainability in teacher education] Ph.D theses. Daugavpils: Daugavpils University.
Grabovska, R. (2011). MÄcÄ«bu process ilgtspÄ“jÄ«gai ekonomikai un sabiedrÄ«bai: gadÄ«juma izpÄ“te Latvijas kontekstÄ. [Study process for sustainable economic and society: Latvian case study], 53rd Scientific International Conference of Daugavpils University, April 13-15, 2011, Daugavpils: Daugavpils University.
Hicks, D. (2010) The long transition: Educating for optimism and hope in troubled times. 3rd Annual Conference of the UK Teacher Education Network for Education for Sustainable Development/ Global Citizenship, Retrieved July 28, 2010, 1-28
Hughes, D. & DuMont, K. (1993) Using focus groups to facilitate culturally anchored research. American Journal of Community Psychology, 21, 6, 775–806.
Jup, V. (Ed.) (2006) The SAGE dictionary of social research methods. London, etc.: Sage Publications, 122-123, Retrieved on April 30, 2011 from http://srmo.sagepub.com/view/the-sage-encyclopediaof-social-science-research-methods/n82.xml?rskey=5OWXn6.
Jupp, V. (2006). The SAGE dictionary of social research methods: Focus group. Sage: Sage Publications, 392-395 DOI: 10.4135/9780857020116
Kolb, B. (2008). Marketing research: 8 planning and conducting focus groups. SAGE research methods online. Sage: Sage Publications, Inc. 124-140, DOI: 10.4135/9780857028013
Krueger, R.,& Casey, M. (2000). Focus groups: A practical guide for applied research. (3rd Edition) Newbury Park, CA: Sage Publications.
Miller, R. (1995). Educational freedom for a democratic society: A critique of national goals, standards, and curriculum. Brandon, VT: Resource Center for Redesigning Education.
Miller, R. L. & Brewer, J. (Ed.) (2003). The A-Z of social research. London, etc.: Sage Publications, 121-123. Retrieved from http://srmo.sagepub.com/view/the-a-z-of-socialresearch/n41.xml?rskey=5OWXn6
Munday, J. (2006). Identity in focus: The use of focus groups to study the construction of collective identity. Sociology, 40, 1, 89–105.
Noddings, N. (1998). Philosophy of education. Colorado: Westview Press.
O'Sullivan, E. (1999). Transformative learning: Educational vision for the 21 st century. London, New York: Zed Books, in association with University of Toronto Press, Toronto.
Posch, A., & Steiner, G. (2006) Integrating research and teaching on innovation for sustainable development. International Journal of Sustainability in Higher Education, 7, 3, 276-292.
Ryland, E. (2000). Gaia rising: A Jungian look at environmental consciousness and sustainable organizations. Organization and Environment, 13, 4, 381–402. DOI:10.1177/1086026600134001
SalÄ«te, I. (2006). Aim of education in the context of present and future educational issues: Perspective of teachers. In A. Pipere (Ed.), Education & sustainable development: First steps toward changes, 1, 90 – 407. Daugavpils: Daugavpils University Publishing House “Sauleâ€.
Thoresen, V. (2004). Cultivating sustainable lifestyles. UNESCO, IEF Conference, University of Thessaloniki,
Greece.
UN (1992) Press summary of Agenda 21 - Final text, United Nations (UN) Conference on Environment and Development, Rio de Janeiro, Brazil, 3-14 June. Retrieved from http://www.un.org/esa/sustdev/documents/agenda21/english/agenda21chapter36. htm
UNESD (2004). DESD draft international implementation scheme. Paris: UNESCO
Webster, K, Johnson, C. (2010). Sense & sustainability. Educating for a circular economic. UK: Ellen MacArthur Foundation.