PROBLEMS EXPERIENCED BY TEACHERS DURING THEIR POSTGRADUATE EDUCATION IN TURKEY

Eray Alaca, Mustafa Sanal

Abstract


The purpose of this study was to reveal the problems encountered by teachers during their postgraduate education in Turkey. The participants involved 43 teachers who completed their master or doctoral education in different cities and universities in Turkey and who worked at schools affiliated to Ministry of National Education (MONE). The participants were chosen on a volunteer basis. A semi-structured interview form was developed in order to reveal the problems encountered by teachers during their postgraduate education. Content analysis was conducted on the data and themes were interpreted using tables. As a result of the study, it was observed that teachers encountered problems sourcing from university/institute, their school, and their close environment. The teachers began their postgraduate education with high expectations and assumed that postgraduate education was a process in which academic knowledge would be gained, discussed, and developed. However, considering their problems during the postgraduate education, it was observed that their expectations were not fulfilled.

 

Article visualizations:

Hit counter

DOI

Keywords


doctorate, postgraduate education, teacher, master

Full Text:

PDF

References


Baser, N.& Narli, S.& Gunhan, B. (2005). Oğretmenlerin lisansüstü egitim almalarında yaşanan sorunlar ve önerileri[. Dokuz Eylul University Buca Faculty of Education Journal. 17, 129-135.

Creswell, J. W. (2013). Qualitative inquiry and research design: choosing among five approaches. Sage Publications.

Dogusan, F. (2003). The Attitudes of the teachers and administrators of the elementary schools regarding the graduate studies of the teachers (Kırıkkale case study). Unpublished Master Thesis, Kırıkkale University Institute of Social Sciences, Kırıkkale.

Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.

Miles, M, B. & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. Thousand Oaks, California: Sage Publications, Inc.

Nayir, F. (2007). Problems of the postgraduate students including teachers, school principals and inspectors in the field of educational sciences. Unpublished Master Thesis, Ankara University Institute of Educational Sciences, Ankara.

Oluk, S.& Colak, F. (2005). Milli egitim bakanligina bagli okullarda ogretmen olarak çalisan lisansüstü ogrencilerinin karsilastiklari bazi sorunlar. Dokuz Eylul University Buca Faculty of Education Journal. 17, 141-144.

Ozmen Z. M.& Guç, F. A.(2013) Challenges in doctoral education and coping strategies: a case study. Journal of Higher Education and Science. 3(3), 214-219.

T.C.Resmi Gazete, 6. 11. 1981, sayi 17506, Yuksekogretim kanunu.

T.C.Resmi Gazete, 6. 10. 1982, sayi 17880, Lisans ustu ogretim yonetmeligi.

T.C.Resmi Gazete, 1. 7. 1996, sayi 22683, Lisansustu egitim ve ogretim yonetmeligi.

T.C.Resmi Gazete, 20. 4. 2016, sayi 29690, Lisansustu egitim ve ogretim yonetmeligi.

Toprak, E.& Tasgın, Ö.(2017). Investigation of the reasons why teachers do not make graduate education. OPUS International Journal of Society Researches .7(13), 599- 615.

Yildirim, A. & Simsek, H. (2016). Qualitative research methods in the social sciences. Ankara: Seckin Publishing.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Eray Alaca, Mustafa Sanal

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).