ERIC ED602729: The Views of Preservice Teachers on the Comparison of the Turkish Education System and the Inter-Grade Transition Systems of Some Countries

2019·0.04 MB·English

by  ERIC

© Kamla-Raj 2019 Int J Edu Sci, 25(1-3): 18-24 (2019)
PRINT: ISSN 0975-1122 ONLINE: ISSN 2456-6322 DOI: 10.31901/24566322.2019/25.1-3.1076
The Views of Preservice Teachers on the Comparison of the
Turkish Education System and the Inter-grade Transition
Systems of Some Countries
Reyhan Sekerci
Konyaalti Public Education Center, Konyaalti, Antalya, Turkey
Telephone: [phone], Fax: [phone], E-mail: [email protected]
KEYWORDS Comparative Education. Preservice Teachers. Views
ABSTRACT The purpose of this study is to determine the views and approaches of preservice teachers on the
comparison of the Turkish education system and the inter-grade transition systems of other countries. In the study
using qualitative research methods and techniques, the preservice teachers were asked to present their views and
suggestions on the comparison of the Turkish education system and the inter-grade transition systems of other
countries. The data were collected via documentation technique. Education systems of five countries were introduced
to the preservice teachers and they tried to interpret and explain these conditions in the light of the theoretical
knowledge they learned in the course of comparative education. The documents were used as data documents of the
study. As a result of the study, the inter-grade transition systems of the countries were compared and some
suggestions were made concerning the Turkish education system.
INTRODUCTION cation also forms a basis for producing general
theories in a broader framework. For example, if
Comparative education is a study area which the studies conducted in the United States sug-
helps to identify the similarities and differences gest that a child’s order of birth in the family is
between two or more education systems of dif- associated with her/his school success, this find-
ferent cultures and countries, explains phenom- ing may help the trainer to develop newer and
ena that appear to be similar, and offers propos- more general theories. In other words, compara-
als for the ways of training people (Türkoglu tive education is of prime importance in terms of
1985; Tatli and Adigüzel 2012). improving and enriching educational sciences.
There are numerous studies on comparative Theoretical and practical studies conducted
education in the literature (Arnove 1980; Hans within the scope of educational sciences can be
2012; Bray et al. 2014; Holmes 2018; Güngör and put into a more effective framework with the
Göksu 2013). Comparative education embraces knowledge provided by comparative education
the systems of education in a broad framework (Erdogan 2003).
and thus, removes missing and wrong associa- Two approaches in comparative education
tions related to the systems with the knowledge can be discussed. The first of these approaches
and interpretations it offers. In addition, it is is the one-to-one comparison of the education
shown that educational problems are not so pe- systems of two countries in terms of certain cri-
culiar to any country by means of valid and reli- terion. For example, in the comparison of the
able knowledge concerning other systems of education system of the country A and the edu-
education. Comparative education also examines cation system of the country B in terms of pur-
and offers standards that are used for education pose and policy, administrative structuring and
applications. By this way, it becomes possible administration-process; firstly the purpose and
to understand many terms such as “continued policy of the education system of the country A
education” “the handicapped”, “the gifted”, are compared one-to-one with the purpose and
“compulsory education”, evaluate the lessons policy of the education system of the country
in schools and have information about the stan- B. Then, the same comparison is made one-to-
dards used by other countries concerning mat- one according to the other two criteria. On the
ters such as school year and teacher’s quality. other hand, the second approach includes an
Knowledge acquired through comparative edu- integrated evaluation of the education systems
TURKISH EDUCATION SYSTEM AND THE INTER-GRADE TRANSITION SYSTEMS 19
of the countries A and B first and then a compar- notes, formal records, policies, student compo-
ison of these systems in terms of the criterion of sitions, homework, technical documents, meet-
purpose and policy, administrative structuring ing minutes, plans, leaflets, advertisements, year-
and administration-process. In other words, first- books, and newspapers are also among data
ly the purpose and policy, administrative struc- sources used in the documentation technique
turing and administration-process of the educa- (Cohen et al. 2007). These documents can be
tion system of the country A are described. Then, used not only as data sources alone, but also
the education system of the country B is de- for the purpose of providing additional informa-
scribed according to the same three criteria. Fi- tion to other qualitative methods (such as inter-
nally, the two systems are compared according view, observation) and increasing the reliability.
to these criteria (Balci 2009). As documents contain rich and enormous data,
they are considerably effective in describing the
Objective of the Study phenomenon, which is the subject of the study,
from all aspects. Besides, documents are useful
The second approach was adopted in this for detecting personal views and emotions which
study. In this context, after analyzing the educa- cannot be obtained in other ways and examin-
tion systems of Turkey and the specified coun- ing how the conditions develop in the course of
tries in detail, it was asked to compare and inter- time in long-term studies (Cohen et al. 2007).
pret the inter-grade transition systems in the
education systems of the related countries. Con- Study Group
sidering from this point of view; the aim of this
study was to determine the views of preservice Many pre-service teachers benefit from var-
teachers on the comparison of the Turkish edu- ious trainings and courses of non-formal educa-
cation system and the inter-grade transition ed- tion within the scope of protocols and coopera-
ucation systems of other countries. tion made between public education centers and
faculties. It was paid attention to select students
METHODOLOGY who were able to make comparison among edu-
cation systems of the countries having language
Study Model competencies in particular among these preser-
vice teachers. The participants consisted of 10
In this study, methods and techniques of case voluntary fourth-year students who were study-
study, which is among qualitative research ap- ing in Faculty of Education Department of En-
proaches, were used (Yildirim and Simsek 2011). glish Teaching in the Autumn Term of the Aca-
For that purpose, the student views on differ- demic Year of 2017-2018, took the comparative
ences in the inter-grade transition systems of education course, and were selected via conve-
the countries were analyzed (Silverman 1998). nience sampling method, being one of purpose-
ful sampling methods.
Data Collection
Data Analysis
The documentation technique, which is in-
cluded in document and record analysis meth- During the practice studies of the compara-
od, was used as data collection tool (Ekiz 2003). tive education course, each student examined
Also known as document analysis; this method the education systems of five countries (Germa-
is one of the major data collection tools of his- ny, United States, England, Japan, South Korea)
torical and biographical researches and uses and made a presentation about the comparison
written documents, voice records, photos, elec- of the inter-grade transition systems and the
tronic files and videos, which include informa- Turkish education system in the classroom. The
tion about the phenomena that are intended to following processes were followed in the com-
be investigated as data sources. Lincoln and parative education course: 1. Examining and eval-
Guba (1985) usually gave written materials such uating the inter-grade transition systems in the
as personal diaries, letters, memories, travel education systems of five countries, 2. Compar-
notes and biographies as examples to documents ing the inter-grade transition systems of the
(Lincoln and Guba 1985). Apart from them; field countries examined with the Turkish education
20 REYHAN SEKERCI
system, 3. Finally, determining, discussing, in- system. We can at least hold more exams like
terpreting, and evaluating good examples and the previous SBS (placement test) and thus,
applications which could be transferred from the create a more accurate evaluation system.”
education systems of the examined countries to (Preservice Teacher 1)
the Turkish education system. “The Turkish education system is currently
teacher-based and gradually prepares students
FINDINGS to the exam simply because students will en-
counter an exam in every stage of their lives.
The Comparison of the Turkish System of This condition has begun to prevent students
Education and Inter-grade Transition from socializing. We see a similar situation in
Systems of some Countries other countries; for example, students in Japan
also have to take high school and university
The views of the preservice teachers con- entrance exams, but these exams are less signif-
cerning the comparison of Turkish education icant factors in determining life compared to
system and the inter-grade transition systems Turkey. Thus, they have fewer impacts on stu-
in education systems of some countries were as dents. Because in Turkey’s conditions, if a stu-
follows (Table 1): dent fails an exam, her/his personal and aca-
“I think the most remarkable part of the demic progress interrupts until he/she passes
comparison of countries is inter-grade transi- the exam. In some situations, we may even en-
tion exams that are held in England. All prima- counter students who think that life is over. This
ry, secondary and high school students in En- situation is different in Japan, because there
gland are subjected to an exam at the end of are one or several alternatives preventing Jap-
each educational grade in order to pass to the anese students from facing the same situation
next grade. They gain right to pass to the next in Turkey to a certain extent. To get the solu-
grade according to their marks. In our system tion; I believe that it is necessary to change
of education, on the other hand, students take completely the exam system in Turkey. Instead
only one exam at the end of secondary school of an exam-oriented system, an ability-orient-
and set their destiny of education. It may not ed system should be written. However, this is
always be sufficient and proper to measure an not possible in the short term. Ability-oriented
8-year education with only one exam. Taking systems are available in Turkey to an extent.
that as an example, we can improve our exam Universities prepare aptitude-oriented exams
Table 1. Views of preservice teachers on the comparison of the Turkish system of education and inter-
grade transition systems of some countries
Themes UK Japan Ger- South USA Tur-
many Korea key
1. There is an evaluation system at the end of each grade.
(PT 1, PT 2, PT 7, PT 9) (cid:51) (cid:51)
2. Inter-grade transition is carried out with general and (cid:51) (cid:51)
large scaled exams. (PT 1, PT 2, PT 3, PT 4, PT 8)
3. Address-based placement is available. (PT 10) (cid:51) (cid:51) (cid:51)
4. Social skill education is in the foreground rather than (cid:51) (cid:51) (Partially)
theoretical knowledge. (PT 7)
5. Guidance is made according to art/occupational (cid:51) (cid:51) (cid:51) (Partially)
education and talents. (PT 8) (Partially)
6. Moral development education starts at young ages
and is prioritized. (PT 3, PT 6) (cid:51)
7. Success rate in literacy and success tests is very (cid:51)
high and these matters are taken into consideration
in education. (PT 9)
8. A Discipline and success- oriented sense of (cid:51)
education is adopted. (PT 9)
9. Compulsory education comprises 9 to 12 years. (cid:51) (cid:51) (cid:51) (cid:51) (cid:51) (cid:51)
(PT 5, PT 6, PT 8, PT 10)
10. There is a local sense of education. (PT 5, PT 6, PT 7) (cid:51) (cid:51) (cid:51) (Centralist)
TURKISH EDUCATION SYSTEM AND THE INTER-GRADE TRANSITION SYSTEMS 21
in fields like music and painting. I believe that time education is provided on Saturdays. While
this needs to be improved.” (Preservice Teach- there are at least two employees in every school
er 2) in Turkey, there is no employee in Japan. Ja-
“Students in Turkey prepare for exams as pan has a local sense of administration just
from very young ages. There are even students like Germany. Foreign language lessons begin
who prepare to the future by solving tests in the in the second grade in Turkey and seventh
third grade. On the other hand, the first 6 years grade in Japan. Education budget is one and a
in Japan are dedicated to individual moral half times greater than military expenditures.
education. Their system is based on respect and Moral education begins as of the first grade in
merit. In order to have a sense of team work as Japan. That’s how it should be in our country,
from young ages, students are even made clean as well. A great part of compulsory education
the toilets. As the Turkish family structure is should focus on moral education rather than
not appropriate for that, the system can be ap- exams.” (Preservice Teacher 6)
plied mildly. Students can clean the classroom “When considering the English education
and the board or take the trashcan out.” (Pre- system, it is seen that education is in the hands
service Teacher 3) of local units, as in Germany. The duration of
“While the high school exit exam, Abitur compulsory education in England is eleven
(oral+written) in Germany is horribly difficult, years and the duration of course hours is forty
the presence of multiple-choice questions such hours, as in Turkey. We see that education aims
as YGS-LYS in Turkey is more relieving. To me, for a social change. An exam is held at the end
another advantage of the Turkish education of every stage. Professional orientation begins
system is that English education begins as of at the ages of 7-11 years in junior school. In
the second grade in Turkey and the sixth grade Turkey, children older than 72 weeks start
in Japan. On the other hand, children in Japan school, whereas in England, there are different
are more equipped because they are trained in ages and criteria of acceptance for every school.
campus-like schools as of primary school; That’s how it should be in Turkey.” (Preservice
whereas, in Turkey, primary school is too limit- Teacher 7)
ed and insufficient.” (Preservice Teacher 4) “When considering the German education
“Preschool education is not compulsory in system, it is seen that the duration of compulso-
Germany and Turkey and while this education ry education is 12 (4+5+3) years. Children
is free in Turkey, it is paid in Germany. The du- are obliged to start school at 6 years. Students
ration of compulsory education is twelve years are not given marks in the first and second
(4+4+4) in Turkey and ten years in Germany. grade in junior school and drama courses are
In contradistinction to Turkey, students are not provided in some states. These courses are
given marks within the first two years of prima- among example applications for students’ learn-
ry school in Germany. The school where the ing by doing and experiencing and developing
student would go after primary school is noti- empathy skills. Additionally, in some states,
fied with a Letter of Reference in Germany. If there are courses enabling students to select
parents are dissatisfied with that condition, they and play any instrument. That’s how it should
can raise an objection and take an acceptance be in Turkey. Such courses can be added and
exam. In Germany, higher education consists of applied. Also, a student who graduates from a
two-year college and at least four-year under- conservatoire or a music school can teach as a
graduate education; whereas in our country, teacher. In teacher training, on the other hand,
undergraduate education takes four years. The assignments are made by states. Individuals
sense of education is local in Germany and cen- who aim to become a teacher need to have the
tralist in Turkey. As a consequence, all the dif- abitur. They take an exam after receiving both
ferences in Germany from Turkey take them to theoretical and practical courses for four years.
success.” (Preservice Teacher 5) Those who succeed receive a two-year intern-
“In the Japanese system of education, on ship training. At the end of that training, they
the other hand, the duration of compulsory ed- take oral, written and occupational experience
ucation is nine years (6+3). The duration of exams again and get assigned. In our country,
education which is 180 weekdays in Turkey is on the other hand, people get assigned and
240 weekdays in Japan, mainly because part- start to work only after taking the KPSS (pub-
22 REYHAN SEKERCI
lic personnel selection examination).” (Preser- outcomes. For example, school levels can be
vice Teacher 8) adjusted better or schools accessible to every-
“Considering the South Korean system of one can be established.” (Preservice Teacher
education, it is seen that students who attach a 10)
great importance to education spend 14 hours When analyzing descriptively the views of
a day in school and literally run to success. the preservice teachers concerning the compar-
Indeed, the concept of education is extremely ison of Turkish education system and the inter-
disciplined and strict not only in South Korea, grade transition systems in education systems
but also in the large part of the Far East. Among of some countries, the participants mentioned
these countries, South Korea is undoubtedly about similarities and differences between ap-
the most successful country on the edge. Their plications in the other countries and application
exams require quite a different and more exten- in Turkish education system. When it comes to
sive information sophistication compared to the inter-grade transition system, it was ob-
familiar exams such as TEOG, YGS and KPSS served that the participants assessed the appli-
and can be intensely tiring and wearing. I don’t cation in Turkey based on exam systems in gen-
think students can cope with such a system in eral and pointed out orientation and guidance
our country. However, it is not possible to state applications based on talents and skills in the
that this strict and difficult system of education other countries rather than transfer exams.
is unsuccessful, because the rate of literacy in
South Korea has reached 100 percent. In addi- DISCUSSION
tion, South Korea is among the leading coun-
tries in international comparative success tests. The study and comparisons have showed
However, this success certainly comes at a price. that there are still structural disorders between
Students in South Korea are under a tremen- the grades. There used to be serious problems
dous and cruel pressure to succeed. Especially in transition from secondary education to high-
families never accept any excuse for failure.” er education and now this stress is also experi-
(Preservice Teacher 9) enced in transition to high schools. Today high
“One of the most controversial topics in the schools are no more educational institutions
Turkish system of education used to be 4+4+4. preparing students to life and occupation; they
The United States also uses this system which prepare students to only an upper level of edu-
obliges 12 years. Another controversial topic cation. Even vocational high schools have been
is the determination of criteria to be used for transformed into such institutions with open
going to high school with the motto, “best admission. An equality of opportunity is tried to
school is the one that is closest to home”. We be provided in education; however, every new
see that this model is also applied in the United regulation in the system deepens the inequality
States and England. I think this application of opportunity even further (Ergün 2014).
has many advantages from a lot of aspects. It is Thus, according to Ekinci (2014) the Minis-
an applicable method both economically and try of National Education should develop poli-
with regards to student safety. If we stress the cies to remove the quality and equality problem
importance of Turkish society for the concept in the system and reduce the difference of suc-
of family; it may not be wrong to state that par- cess between schools. Considering that students
ents fall all over their children a lot. Thus, par- will have an exam anxiety; it is required to aban-
ents yearn for sending their children to good don the exam-based system in transition to sec-
schools for a good education. However, these ondary education and higher education, devel-
schools can be far away, which may pose a prob- op a transition system that students can prefer
lem for both children and parents. Therefore, it according to their interests and demands and
is good for students to be close to school. What also review the exam number and inter-session
should actually be discussed here is adoption period which are considered as factors increas-
of this system in haste without a proper infra- ing the exam anxiety of students.
structure. Considering in general rather than Considering all these; it is primarily required
specifically; adopting another system without to provide the equality of opportunity in educa-
preparing an infrastructure is the greatest fac- tion. Some students in Turkey have better pos-
tor for the failure and constant alteration of sibilities than others and thus, benefit from more
TURKISH EDUCATION SYSTEM AND THE INTER-GRADE TRANSITION SYSTEMS 23
quality educational services. Especially the dif- The exam system which mainly highlights
ferences between school types should be re- students’ academic achievement seems to be far
duced in terms of financial possibilities provid- from giving them an opportunity to develop from
ed to students. The sense of educational admin- all aspects. Necessary precautions should be
istration should be altered. A centralist and strict taken to prevent lessons outside the core cur-
sense of administration should be replaced by a riculum in schools from remaining in the back-
flexible sense of administration authorizing and ground. Investigating the reasons for students
empowering local governments. Exams aimed at not to continue school from all aspects and es-
evaluating students should not be based on pecially removing the academic anxiety of stu-
memorization. They should develop creativity dents by school administrators and teachers will
and critical thinking. University programs pro- be effective in succeeding.
viding teaching education should be made more
qualified and applications encouraging the pro- RECOMMENDATIONS
fession of teaching should be developed. Also
in the comparisons by Baskan et al. (2006) it is Within the scope of the study, following rec-
ommendation can be listed; first equal opportu-
stressed that technical and academic dimensions
nity should be provided in the education. Espe-
of teacher training system of the process of se-
cially differences between school types in terms
lecting students for faculties of education in
of financial possibilities offered to students
Turkey should be reviewed; courses in teach-
should be decreased. The sense of education
ing programs should concentrate mainly on the
administration should be changed. Instead of a
dimensions of general culture, professional
centralist and strict management understanding,
teaching knowledge and school practices and
a flexible management understanding that gives
should be subjected to practice exams where
authorization and assignment to local govern-
they can perform practically at the end of the
ments, as well should be adopted. Education
process; and professional exams should be held
programs and the contents of the textbooks
to measure the field information of preservice
should be arranged based on the country needs
teachers concerning every branch before get-
and individual differences of students and they
ting assigned in the profession. In the study by
should be based on practices instead of memo-
Güngör and Göksu (2013) it is emphasized that
rization. The exams made for evaluating students
educational financing in Turkey is not sufficient
should aim at creativity and critical thinking.
and there are differences between the countries
University programs providing the teacher train-
in general. In this respect, in order to fulfil all
ing should be qualified and the encouraging
these proposals, the amount of educational ex-
applications for teaching profession should be
penditures should be increased substantially.
developed. Most importantly, amount of edu-
cational costs should be absolutely increased.
CONCLUSION
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