HOLLANDA VE TÜRKİYE’DEKİ FEN BİLGİSİ ÖĞRETMENİ YETİŞTİRME PROGRAMLARININ KARŞILAŞTIRILMASI

Each of the teacher education systems of the countries are differences due to their training system and their own culture. In recent years, science teacher training program is started to make changes in Turkey. These changes show that reformative arrangements are made on science teacher training program. Some researches in literature show that similar importances of teacher training program comparison are studied. But differently from other research, this research is compared science teacher training program in the Netherlands and Turkey. In related literature, researches are not deal with science teacher training program in the Netherlands. The purpose of this study is to compare some aspect of science teacher training program and reveal similarities and differences of program in the Netherlands (consist of physics and chemistry combined and biology teacher training program) and Turkey. In this study was look for an answer the question of “Is there any difference and similarities between science teacher training program in Turkey and The Netherlands?” This research is a comparative education research. Both horizontal and descriptive approaches were used in this research. A documentary analyzing technique was used for data collection. At first, document analyses are carried out in the research process. Then, required information for this research is obtained to review the literature. Science teacher training program in Turkey and The Netherlands are reached. Researchers, observation in Turkey and The Netherlands, have detailed information about the program. This research is limited with Rotterdam University in the Netherlands and Ondokuz Mayıs University in Turkey. This research, conducted in The Netherlands, is not a countrywide research. In Turkey, science teacher training program is conditioned by YÖK. Consequently, a large part of the program out of elective lecture shows parallelism throughout the country. In Turkey, lectures are divided into two parts including theory based and practice based in science teacher training program. In the Netherlands, lectures are divided into three part including theory based, practice based and student based in science teacher training program. According to obtained data, the similarities between science teacher training programs in both countries are as below: (1) Science teacher training program are given in four-year university education in both countries. (2) All of two country’s programs are included drama, environment education, astronomy, computer and elective lectures. Both of country’s science teacher training programs are included internship and laboratory practice. According to obtained data, the differences between science teacher training programs in both countries are as below: (1) During training, pre service teachers take lecture credits, a total of 267 credits in Turkey and a total of 240 credits in The Netherlands. (2) In Turkey, pre service teachers take in the amount of different lecture credits every year, in the Netherlands, pre service teachers take in the amount of similar lecture credits every year. In that case show that inspected university lecture credits should be revised in Turkey. (3) In The Netherlands, science teacher training program is included “Project”, ”Meteorology”, “Modeling and Simulation”, ”Speech Therapy” Studying in Career Coaching” lectures. (4) “Drama” and “Ethics” lecture are elective in Turkey whereas “Drama” and “Ethics” lecture are compulsory in the Netherlands. (5) In Turkey, “Nature and Environment Education” lecture take part only in the third year. In the Netherlands, “Nature and Environment Education” lecture in physics and chemistry teacher training program take part in the third and fourth year and in biology teacher training program take part second year. (6) In Turkey, “Astronomy” lecture take part only in the fourth year whereas in The Netherlands, “Astronomy” lecture in physics and chemistry teacher training program take part in the third and fourth year. (7) In Turkey, “Computer” lecture take part only in the second year whereas in The Netherlands, “computer” lecture take part in the first and second year. (8) %76 of program is divided into theoretical lecture in Turkey while %34 of program is divided into theoretical lecture in the Netherlands. %24 of program is divided into practical lecture in Turkey while %43 of program is divided into practical lecture in the Netherlands. At the same time, the program is included student centered lectures. %24 of the program is divided into these lectures. (9) %5 of program is divided into teacher practice in Turkey while %23 of program is divided into teacher practice in the Netherlands. In Turkey, each pre-service teacher start to go to practical training in the fourth year whereas in The Netherlands, each pre-service teacher to go practical training as from the first year throughout four year. (10) %4 of program is divided into elective lecture in Turkey while %17 of program is divided into elective lecture in the Netherlands. In the light of the foregoing findings, recommendations are as below: (1) In Turkey, inspected university credits should be examined and should not more than 240 credits. (2) In Turkey, practice lectures should be concentrated on in the program rather than to concentrate on theoretical lecture. (3) In Turkey, science teacher training program’s lecture should divided into three part including theory based, practice based and student based as science teacher training program’s lecture in the Netherlands. But points to take into consideration, student centered lectures should be carry out in view of the fact that conditions in the country. (4) Lectures related to teacher practice should be augmented. (5) In Turkey, elective lecture should be given more places in science teacher training program. (6) Lectures as “Study Career Coaching”, “Project” should be take part science teacher training program in Turkey. (7) In Turkey, science teacher training program should be added “Speech Therapy” and “Diction” lecture. Because science teacher can transmit information to student by talking.