Author(s): Abdullah AÃAR, Banu Yücel TOY
The aim of this study is to reveal economic and political issues which possibly have an effect on pre-service teacher education (TE) curriculum development processes. The study was designed as a qualitative document analysis. The data consisted of the documents published by four NGOs (ERG, TEDMEM, TÜS?AD and SETA) which determined based on criterion sampling. All documents about education were examined and 106 of them having content related to the research questions were analyzed. For document analysis, microanalysis, open coding and axial coding steps were followed. According to the results, NGOs put forward the necessity of regarding economic efficiency in formation of TE and accordingly skill based education in TE and some critical skills. However, while entrepreneurship, financial literacy, ICT skills and other employment skills are discussed intensively in K-12 context, direct suggestions for TE are limited. NGOs consider some social themes of democracy, human rights, active citizenship, sustainability, values education, inclusive education, equality of educational opportunities as benefit of society and they suggest including these themes into TE. NGOs promote standardization in TE through underlying teacher competences, accreditation in TE and accountability in TE on one hand and autonomy in TE through focusing on flexibility, involvement and collaboration in TE on the other hand. The economic and political issues revealed in this study is considered as becoming more important after faculties of education have had more flexibility on development of TE curriculums. It suggested that the faculties should regard revealed suggestions and findings - in particular critical skills and social themes – in their curriculum developments efforts.
The Journal of International Social Research received 7760 citations as per Google Scholar report
