Autonomous Teacher Training Eligibility of the Council of Higher Education’s 2018 Turkish Language Teaching Undergraduate Program: A Mixed Method Research Yükseköğretim Kurulu 2018-Türkçe Öğretmenliği Lisans Programı’nın Özerk Öğretmen Yetiştirme Elverişliliği: Bir Karma Yöntem Araştırması*

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BAHAR M. A.

Hacettepe Egitim Dergisi, cilt.37, sa.2, ss.606-628, 2022 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 37 Sayı: 2
  • Basım Tarihi: 2022
  • Doi Numarası: 10.16986/huje.2021067540
  • Dergi Adı: Hacettepe Egitim Dergisi
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, MLA - Modern Language Association Database
  • Sayfa Sayıları: ss.606-628
  • Anahtar Kelimeler: Teacher autonomy, teacher autonomy competencies, central Turkish language teacher education undergraduate program, SELF-DETERMINATION THEORY, LEARNER AUTONOMY, PROFESSIONAL-DEVELOPMENT, PERCEIVED AUTONOMY, EFFICACY BELIEFS, DECISION-MAKING, SCHOOL, CURRICULUM, PERCEPTIONS, MOTIVATION
  • Kayseri Üniversitesi Adresli: Hayır

Özet

© 2022, Hacettepe University.Restrictors of teacher autonomy are frequently investigated in the literature. Yet, the obligations of teacher training on this issue have not been sufficiently emphasized. In this study based on this deficiency, the adequacy of the central Turkish Language Education Undergraduate Program to develop teacher autonomy was examined. According to the findings obtained from this study, conducted according to the convergent parallel mixed-method, it was observed that the central Turkish Language Education Undergraduate Program was insufficient in terms of improving teacher autonomy. The research point to the importance and possibilities of developing teacher autonomy in new Turkish language education undergraduate programs.