Research Article
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Year 2021, Volume: 10 Issue: 3, 315 - 340, 31.12.2021

İsmail Çimen

Abstract

References

  • Adams, A., & Tulasiewicz, W. (2005). The Crisis in Teacher Education: A European Concern? London: The Falmer Press.
  • Ailwood, J., & Ford, M. (2017). Becoming Exceptional: Exploring selves and assemblages in the National Exceptional Teaching in Disadvantaged Schools program. Australian Journal of Teacher Education, 42(4), 57-68.
  • Akyeampong, K., Vegas, E., Wolfenden, F., Saldanha, K., Al-Attia, H. D., Wigdortz, B., . . . Weinstein, J. (2018). Qualities of effective teachers who teach disadvantaged students: Insights from the Varkey teacher ambassador community. Alliances Varkey Foundation.
  • Burnett, B., & Lampert, J. (2011). Teacher Education and the Targeting of Disadvantage. Creative Education, 2(5), 446-451.
  • Burnett, B., Lampert, J., Patton, W., & Comber, B. (2014). The national exceptional teachers for disadvantaged schools program. Proceedings of the 2014 American Educational Research Association Annual Meeting (pp. 1-5). Philadelphia, PA: American Educational Research Association (AERA).
  • Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York: Teachers College Press.
  • Cochran-Smith, M. (2012). A Tale of Two Teachers: Learning to Teach Over Time. Kappa Delta Pi Record, 48(3), 108-122.
  • Cochran-Smith, M., & Villegas, A. M. (2015). Studying teacher preparation: The questions that drive research. European Educational Research Journa, 14(5), 379-394.
  • Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. L. (1966). Equality of Educational Opportunity. Washington: U.S. Government Printing Office.
  • Comber, B., & Woods, A. (2016). Literacy Teacher Research in High-Poverty Schools: Why It Matters. In J. Lampert, & B. Burnett, Teacher Education for High Poverty Schools (pp. 193-210). Dordrecht: Springer.
  • Çimen, İ. (2021). Eğitimde fırsat eşitliği temelinde okul profillerine yönelik okul avantajları endeksi geliştirme [Developing school advantages index for school profiles in terms of equality of educational opportunity]. Eskişehir: Eskişehir Osmangazi University.
  • Darling-Hammond, L. (2005). Teaching as a profession: Lessons in teacher preparation and professional development. Phi Delta Kappan, 87(3), 237-240.
  • Dawson, V., & Shand, H. (2019). Impact of support for preservice teachers placed in disadvantaged schools. Issues in Educational Research, 29(1), 19-37.
  • DeMink-Carthew, J. (2018). Learning to teach in a “World Not Yet Finished”: Social justice education in the middle level preservice teacher classroom. Middle School Journal, 49(4), 24-34.
  • Education Reform Initiative. (2021). Eğitim İzleme Raporu 2021: Eğitim Yönetişimi ve Finansmanı.
  • Enterline, S., Cochran-Smith, M., Ludlow, L. H., & Mitescu, E. (2008). Learning to Teach for Social Justice: Measuring Change in the Beliefs of Teacher Candidates. The New Educator, 4(4), 267-290.
  • Forlin, C. (2010). Reframing teacher education for inclusion. In C. Forlin, Teacher Education for Inclusion: Changing paradigms and innovative approaches (pp. 3-12). Oxon: Routledge.
  • Fraser, N. (2010). Scales of Justice: Reimagining Political Space in a Globalizing World. New York: Columbia University Press.
  • Goldhaber, D., Lavery, L., & Theobald, R. (2015). Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students. Educational Researcher, 44(5), 293-307.
  • Grossman, P., & Loeb, S. (2010). Learning from multiple routes. Educational Leadership, 67, 22-27.
  • Haberaman, M. (1995). Star teachers of children in poverty. Indianapolis: Kappa Delta Pi.
  • Hargreaves, E., Buchanan, D., & Quick, L. (2021). Parity of participation? Primary-school children reflect critically on being successful during schooling. Oxford Review of Education, 47(6), 770-786.
  • Hattie, J. (2003). Teachers make a difference: What is the research evidence? Camberwell: Australian Council for Educational Research.
  • Haycock, K. (2005). Choosing the matter more. Journal of Teacher Education, 56(3), 256-265.
  • Konstantopoulos, S., & Chung, V. (2011). Teacher Effects on Minority and Disadvantaged Students’ Grade 4 Achievement. The Journal of Educational Research, 104, 73-86.
  • Krippendorff, K. (2013). Content analysis: An introduction to its methodology. Thousand Oaks, CL: Sage Publications.
  • Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165.
  • Lampert, J., & Burnett, B. (2016). Teacher Education for High Poverty Schools. Springer.
  • Lewis, A. D. (2017). Preservice Teachers, Social Class, and Race in Urban Schools: Experiences and Strategies for Teacher Preparation. New York: Palgrave Macmillan.
  • Longaretti, L., & Toe, D. (2017). School Leaders’ Perspectives on Educating Teachers to Work in Vulnerable Communities: New Insights from the Coal Face. Australian Journal of Teacher Education, 1-18.
  • Ludlow, L., Enterline, S. E., & Cochran-Smith, M. (2008). Learning to teach for social justice beliefs scale: An application of Rasch measurement principles. Measurement and Evaluation in Counselling and Development, 40(4), 194–214.
  • Max, J., & Glazerman, S. (2014). Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies (Evaluation Brief). Mathematica Policy Research.
  • Melnick, S., & Zeichner, K. (1997). Enhancing the capacity of teacher education institutions to address diversity issues. In J. E. King, E. R. Hollins, & W. C. Hayman, Preparing teachers for cultural diversity (pp. 23-39). New York: Teachers College Press.
  • Merriam, S. B. (2002). Introduction to qualitative research. San Francisco, CL: Jossey-Bass.
  • Oakes, J., Franke, M. L., Quartz, K. H., & Rogers, J. (2002). Research for High-Quality Urban Teaching: Defining It, Developing It, Assessing It. Journal of Teacher Education, 53(3), 228-234.
  • Obidah, J. E., & Howard, T. C. (2005). Preparing teachers for “Monday morning” in the urban school classroom: Reflecting on our pedagogies and practices as effective teacher educators. Journal of Teacher Education, 56(3), 248-255.
  • OECD. (2017). Education at a glance: OECD indicators. Paris: OECD Publishing.
  • OECD. (2019a). TALIS 2018 Results: (Volume I): Teachers and School Leaders as Lifelong Learners. Paris: OECD Publishing.
  • OECD. (2019b). PISA 2018 Results (Volume II): Where All Students Can Succees. Paris: OECD Publishing.
  • Özoğlu, M. (2015). Mobility-related teacher turnover and the unequal distribution of experienced teachers in Turkey. Educational Sciences: Theory & Practice, 4, 891-909.
  • Özoğlu, M., Gür, B., & Altunoğlu, A. (2013). Türkiye ve dünyada öğretmenlik: Retorik ve pratik [Teaching in Turkey and World: Rhetoric and Pratic]. Ankara: Eğitimciler Birliği Sendikası.
  • Patton, M. Q. (2014). Qualitative research and evaluation methods. Thousand Oaks, CL: Sage Publications. Picower, B. (2011). Resisting Compliance: Learning to Teach for Social Justice in a Neoliberal Context. Teachers College Record, 113(5), 1105-1134.
  • Price, J. N. (2002). Lessons from against the odds. Journal of Teacher Education, 53(2), 117-119. Quartz, K.H. & TEP Research Group. (2003). "Too angry to leave": Supporting New Teachers' Commitment to Transform Urban Schools. Journal of Teacher Education, 54(2), 99-111.
  • Reardon, S. (2011). he Widening Academic‐Achievement Gap between the Rich and the Poor: New Evidence and Possible Explanations. Stanford: Stanford University.
  • Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2002). Teachers, schools and academic achievement. Dallas: University of Texas-Dallas Schools Project.
  • Scholes, L., Lampert, J., Burnett, B., Comber, B. M., Hoff, L., & Ferguson, A. (2017). The Politics of Quality Teacher Discourses: Implications for Preservice Teachers in High Poverty Schools. Australian Journal of Teacher Education, 42(4), 19-43.
  • Solomon, R. P., Allen, A. M., & Campbell, A. (2007). The politics of advocacy, strategies for change: Diversity and social justice pedagogy in urban schools. In R. P. Solomon, & D. N. Sekayi, Urban teacher education and teaching (pp. 207-226). Mahwah: Laurence Erlbaum Associates.
  • Tatto, M. T. (1997). Reconstructing Teacher Education For Disadvantaged Communities. International Journal of Educational Development, 17(4), 405-415.
  • Umar, A. (2006). The teacher education curriculum and the world of work: A study of teachers of disadvantaged children in Nigeria. Teaching and Teacher Education, 22, 777-787.
  • Weiner, L. (2006). Urban Teaching: The Essentials. New York: Teachers College Press.
  • Westheimer, J., & Kahne, J. (2007). Introduction. Equity & Excellence in Education, 40(2), 97-100.
  • Wilkinson, R., & Pickett, K. (2009). The spirit level: Why equality is better for everyone. London: Penguin.
  • Woods, A., Dooley, K., Luke, A., & Exley, B. (2014). School Leadership, Literacy and Social Justice: The Place of Local School Curriculum Planning and Reform. In I. Bogotch, & C. M. Shields, International Handbook of Educational Leadership and Social (In)Justice (pp. 509-520). Springer.
  • Yuan, H. (2018). Preparing Teachers for Diversity: Implications from Community Based Teacher Education. Higher Education Studies, 8(1), 9-17.
  • Zeichner, K. M. (2009). Teacher Education and the Struggle for Social Justice. New York: Routledge.
  • Zeichner, K. M., & Flessner, R. (2009). Educating Teacher for Social Justice. In K. M. Zeichner, Teacher Education and The Struggle For Social Justice (pp. 24-43). New York: Routledge.
  • Zhu, X., & Han, X. (2006). Reconstruction of the teacher education system in China. International Education Journal, 7(1), 66-73.

Struggling to Teach Disadvantaged Students: The Role of Preservice Education in Turkey

Year 2021, Volume: 10 Issue: 3, 315 - 340, 31.12.2021

İsmail Çimen

Abstract

It is widely accepted that effective teachers can make the most significant difference to student learning, particularly for disadvantaged students. On the other hand, teacher education has a critical role in effective teaching. However, can preservice education in Turkey sustain its role in social justice, especially for disadvantaged students? The present study seeks to answer this question by focusing on the views of teachers of disadvantaged students. Most struggling areas while teaching disadvantaged students were uncovered, and the role of teacher education and educators was explained. The most typical finding is that teacher education’s theory-based structure hinders teacher candidates from practicing their knowledge, which causes a shock for teachers when they first start doing their jobs in disadvantaged school districts. In the final part, how teacher education could be developed in this sense was discussed in light of social justice.

Keywords

teacher education teacher educators disadvantage disadvantaged students social justice

References

  • Adams, A., & Tulasiewicz, W. (2005). The Crisis in Teacher Education: A European Concern? London: The Falmer Press.
  • Ailwood, J., & Ford, M. (2017). Becoming Exceptional: Exploring selves and assemblages in the National Exceptional Teaching in Disadvantaged Schools program. Australian Journal of Teacher Education, 42(4), 57-68.
  • Akyeampong, K., Vegas, E., Wolfenden, F., Saldanha, K., Al-Attia, H. D., Wigdortz, B., . . . Weinstein, J. (2018). Qualities of effective teachers who teach disadvantaged students: Insights from the Varkey teacher ambassador community. Alliances Varkey Foundation.
  • Burnett, B., & Lampert, J. (2011). Teacher Education and the Targeting of Disadvantage. Creative Education, 2(5), 446-451.
  • Burnett, B., Lampert, J., Patton, W., & Comber, B. (2014). The national exceptional teachers for disadvantaged schools program. Proceedings of the 2014 American Educational Research Association Annual Meeting (pp. 1-5). Philadelphia, PA: American Educational Research Association (AERA).
  • Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York: Teachers College Press.
  • Cochran-Smith, M. (2012). A Tale of Two Teachers: Learning to Teach Over Time. Kappa Delta Pi Record, 48(3), 108-122.
  • Cochran-Smith, M., & Villegas, A. M. (2015). Studying teacher preparation: The questions that drive research. European Educational Research Journa, 14(5), 379-394.
  • Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. L. (1966). Equality of Educational Opportunity. Washington: U.S. Government Printing Office.
  • Comber, B., & Woods, A. (2016). Literacy Teacher Research in High-Poverty Schools: Why It Matters. In J. Lampert, & B. Burnett, Teacher Education for High Poverty Schools (pp. 193-210). Dordrecht: Springer.
  • Çimen, İ. (2021). Eğitimde fırsat eşitliği temelinde okul profillerine yönelik okul avantajları endeksi geliştirme [Developing school advantages index for school profiles in terms of equality of educational opportunity]. Eskişehir: Eskişehir Osmangazi University.
  • Darling-Hammond, L. (2005). Teaching as a profession: Lessons in teacher preparation and professional development. Phi Delta Kappan, 87(3), 237-240.
  • Dawson, V., & Shand, H. (2019). Impact of support for preservice teachers placed in disadvantaged schools. Issues in Educational Research, 29(1), 19-37.
  • DeMink-Carthew, J. (2018). Learning to teach in a “World Not Yet Finished”: Social justice education in the middle level preservice teacher classroom. Middle School Journal, 49(4), 24-34.
  • Education Reform Initiative. (2021). Eğitim İzleme Raporu 2021: Eğitim Yönetişimi ve Finansmanı.
  • Enterline, S., Cochran-Smith, M., Ludlow, L. H., & Mitescu, E. (2008). Learning to Teach for Social Justice: Measuring Change in the Beliefs of Teacher Candidates. The New Educator, 4(4), 267-290.
  • Forlin, C. (2010). Reframing teacher education for inclusion. In C. Forlin, Teacher Education for Inclusion: Changing paradigms and innovative approaches (pp. 3-12). Oxon: Routledge.
  • Fraser, N. (2010). Scales of Justice: Reimagining Political Space in a Globalizing World. New York: Columbia University Press.
  • Goldhaber, D., Lavery, L., & Theobald, R. (2015). Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students. Educational Researcher, 44(5), 293-307.
  • Grossman, P., & Loeb, S. (2010). Learning from multiple routes. Educational Leadership, 67, 22-27.
  • Haberaman, M. (1995). Star teachers of children in poverty. Indianapolis: Kappa Delta Pi.
  • Hargreaves, E., Buchanan, D., & Quick, L. (2021). Parity of participation? Primary-school children reflect critically on being successful during schooling. Oxford Review of Education, 47(6), 770-786.
  • Hattie, J. (2003). Teachers make a difference: What is the research evidence? Camberwell: Australian Council for Educational Research.
  • Haycock, K. (2005). Choosing the matter more. Journal of Teacher Education, 56(3), 256-265.
  • Konstantopoulos, S., & Chung, V. (2011). Teacher Effects on Minority and Disadvantaged Students’ Grade 4 Achievement. The Journal of Educational Research, 104, 73-86.
  • Krippendorff, K. (2013). Content analysis: An introduction to its methodology. Thousand Oaks, CL: Sage Publications.
  • Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165.
  • Lampert, J., & Burnett, B. (2016). Teacher Education for High Poverty Schools. Springer.
  • Lewis, A. D. (2017). Preservice Teachers, Social Class, and Race in Urban Schools: Experiences and Strategies for Teacher Preparation. New York: Palgrave Macmillan.
  • Longaretti, L., & Toe, D. (2017). School Leaders’ Perspectives on Educating Teachers to Work in Vulnerable Communities: New Insights from the Coal Face. Australian Journal of Teacher Education, 1-18.
  • Ludlow, L., Enterline, S. E., & Cochran-Smith, M. (2008). Learning to teach for social justice beliefs scale: An application of Rasch measurement principles. Measurement and Evaluation in Counselling and Development, 40(4), 194–214.
  • Max, J., & Glazerman, S. (2014). Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies (Evaluation Brief). Mathematica Policy Research.
  • Melnick, S., & Zeichner, K. (1997). Enhancing the capacity of teacher education institutions to address diversity issues. In J. E. King, E. R. Hollins, & W. C. Hayman, Preparing teachers for cultural diversity (pp. 23-39). New York: Teachers College Press.
  • Merriam, S. B. (2002). Introduction to qualitative research. San Francisco, CL: Jossey-Bass.
  • Oakes, J., Franke, M. L., Quartz, K. H., & Rogers, J. (2002). Research for High-Quality Urban Teaching: Defining It, Developing It, Assessing It. Journal of Teacher Education, 53(3), 228-234.
  • Obidah, J. E., & Howard, T. C. (2005). Preparing teachers for “Monday morning” in the urban school classroom: Reflecting on our pedagogies and practices as effective teacher educators. Journal of Teacher Education, 56(3), 248-255.
  • OECD. (2017). Education at a glance: OECD indicators. Paris: OECD Publishing.
  • OECD. (2019a). TALIS 2018 Results: (Volume I): Teachers and School Leaders as Lifelong Learners. Paris: OECD Publishing.
  • OECD. (2019b). PISA 2018 Results (Volume II): Where All Students Can Succees. Paris: OECD Publishing.
  • Özoğlu, M. (2015). Mobility-related teacher turnover and the unequal distribution of experienced teachers in Turkey. Educational Sciences: Theory & Practice, 4, 891-909.
  • Özoğlu, M., Gür, B., & Altunoğlu, A. (2013). Türkiye ve dünyada öğretmenlik: Retorik ve pratik [Teaching in Turkey and World: Rhetoric and Pratic]. Ankara: Eğitimciler Birliği Sendikası.
  • Patton, M. Q. (2014). Qualitative research and evaluation methods. Thousand Oaks, CL: Sage Publications. Picower, B. (2011). Resisting Compliance: Learning to Teach for Social Justice in a Neoliberal Context. Teachers College Record, 113(5), 1105-1134.
  • Price, J. N. (2002). Lessons from against the odds. Journal of Teacher Education, 53(2), 117-119. Quartz, K.H. & TEP Research Group. (2003). "Too angry to leave": Supporting New Teachers' Commitment to Transform Urban Schools. Journal of Teacher Education, 54(2), 99-111.
  • Reardon, S. (2011). he Widening Academic‐Achievement Gap between the Rich and the Poor: New Evidence and Possible Explanations. Stanford: Stanford University.
  • Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2002). Teachers, schools and academic achievement. Dallas: University of Texas-Dallas Schools Project.
  • Scholes, L., Lampert, J., Burnett, B., Comber, B. M., Hoff, L., & Ferguson, A. (2017). The Politics of Quality Teacher Discourses: Implications for Preservice Teachers in High Poverty Schools. Australian Journal of Teacher Education, 42(4), 19-43.
  • Solomon, R. P., Allen, A. M., & Campbell, A. (2007). The politics of advocacy, strategies for change: Diversity and social justice pedagogy in urban schools. In R. P. Solomon, & D. N. Sekayi, Urban teacher education and teaching (pp. 207-226). Mahwah: Laurence Erlbaum Associates.
  • Tatto, M. T. (1997). Reconstructing Teacher Education For Disadvantaged Communities. International Journal of Educational Development, 17(4), 405-415.
  • Umar, A. (2006). The teacher education curriculum and the world of work: A study of teachers of disadvantaged children in Nigeria. Teaching and Teacher Education, 22, 777-787.
  • Weiner, L. (2006). Urban Teaching: The Essentials. New York: Teachers College Press.
  • Westheimer, J., & Kahne, J. (2007). Introduction. Equity & Excellence in Education, 40(2), 97-100.
  • Wilkinson, R., & Pickett, K. (2009). The spirit level: Why equality is better for everyone. London: Penguin.
  • Woods, A., Dooley, K., Luke, A., & Exley, B. (2014). School Leadership, Literacy and Social Justice: The Place of Local School Curriculum Planning and Reform. In I. Bogotch, & C. M. Shields, International Handbook of Educational Leadership and Social (In)Justice (pp. 509-520). Springer.
  • Yuan, H. (2018). Preparing Teachers for Diversity: Implications from Community Based Teacher Education. Higher Education Studies, 8(1), 9-17.
  • Zeichner, K. M. (2009). Teacher Education and the Struggle for Social Justice. New York: Routledge.
  • Zeichner, K. M., & Flessner, R. (2009). Educating Teacher for Social Justice. In K. M. Zeichner, Teacher Education and The Struggle For Social Justice (pp. 24-43). New York: Routledge.
  • Zhu, X., & Han, X. (2006). Reconstruction of the teacher education system in China. International Education Journal, 7(1), 66-73.
There are 57 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

İsmail Çimen 0000-0001-9160-2856

Publication Date December 31, 2021
Published in Issue Year 2021 Volume: 10 Issue: 3

Cite

APA Çimen, İ. (2021). Struggling to Teach Disadvantaged Students: The Role of Preservice Education in Turkey. Journal of Teacher Education and Educators, 10(3), 315-340.