ENGLISH STUDENTS' AND TUTORS PERCEPTIONS ON INITIAL PRIMARY TEACHER TRAINING PROGRAMS AND A COMPARISON OF INITIAL PRIMARY TEACHER TRAINING CURRICULA IN ENGLAND AND TURKEY

Prof. Dr. Nuray SENEMOĞLU

     In this study, first English initial primary teacher training systems were surveyed in terms of how well students and tutors felt students were prepared and which components of their course helped to prepare them TO be primary teachers. Secondly, they were also asked for suggestions to improve their training. Thirdly English and Turkish systems are compared and as appropriate, findings are used to make some recommendations for further development of the Turkish initial primary teacher training system.

     Although the majority of the students felt that they were prepared adequately (the middle of the scale) with respect to gaining some of the primary teaching skills, students reported that they need more preparation in fostering children's whole development, organizing appropriate learning environments; managing teaching-learning situations assessing children's characteristics teacher foundation subjects as well as core subjects.

     The majority of the students believed that they gained professional skills more in the teaching practice component than in any other component of the course.

     In the light of findings, Turkish Initial primary teacher training, which is strongly theory based might reed a greater balance of theory and practice That is, school based experience should be allocated more time throughout the training years. Therefore students can become reflective practitioners. Findings also indicated that Curriculum- Studies which include learning how to teach subject areas of the national Curriculum should be given more time than Subject and Professional Studies.

     Societies have been changing dramatically and the needs of people in all societies have become increasingly complex, varied and challenging. Education is one of the most important systems which enable people to cater for needs in such societies. Therefore, it has constantly to respond to new situations in traditional areas of need, and constantly reconstruct its expertise.

     As a profession, primary school teaching has been gaining importance in its role of developing productive and healthy generations increasing interest and responsibilities attributed to this area lead to educators trying to find more effective models to train primary teachers.

     Initial teacher training has to begin by asking what does the teacher need to know that is going to be relevant and useful, and what kind of professional characteristics must be acquired by teachers in training in order to enable them to help develop each child's full potential. As the early years in education have a significant impact on children's future attitudes and achievement (Bloom, 1976), the teachers with whom young children come into contact have a special role to play in influencing the development of future members of society.

     Generally, development is interpreted as the result of complex and continuous interaction between the developing organism and its environment. The nature of this interaction enhances individual differences and leads to wide variation. Levels of encouragement and discouragement which children experience in their environment may influence their development. Therefore, as far as possible it is necessary to provide a rich stimulating environment for all children to develop well and to remedy deficiencies. This necessitates that teachers should know each child's development and how to foster it. Teachers can foster or limit children's development by preparing appropriate or inappropriate teaching-learning situations. In short, the teacher's task is to provide a stimulating environment that enables children to perform to their maximum potential (Gallon, 1990, p.26).

     As it is accepted that learning is a change in behaviour, then teaching is concerned with helping children to learn new skills, to gain information and attitudes (Wheldall and Riding, 1983, p.13). Therefore, desired changes in learning outcomes are a function of changes in teacher behaviour (Tomic, 1991, p.182). The effective teacher in the primary school should be well informed about individual pupils, and discriminating in the identification of their needs to help children's learning and to foster development: physical, emotional, social and intellectual (HMI.1987). This requires diagnosing children's needs, potential and ways of learning, organising resources for the teaching-learning process, assessing children's achievement and also communicating with parents and other colleagues (Gallon et al., 1980, pp.45-51).

     Wilson suggests three central tasks of being a teacher These deal with knowing the subject matter, caring about transmitting it, and understanding children (Wilson, 1975: Evans, 1987, p. 127).

In summary, taking the responsibility of being a primary teacher requires that candidates for this profession should acquire the following skills:

• Diagnosing the needs of individuals and their levels of development,
• Catering for special needs,
• Fostering children's development, including physical, emotional, social and cognitive,
• Creating equal opportunities for every child regardless of gender, ethnic and socio-economic status.
• Having specialist knowledge to help colleagues who are specialist in other subjects, and knowledge in national curriculum subjects.
• Having knowledge of teaching in appropriate ways: planning, organising, managing and interacting with pupils,
• Assessing and recording children's achievement,
• Understanding values and issues in education,
• Working and communicating in groups and as part of a professional team and with parents and the community (Winkley, 1990, p. 453; Avalos, 1991, p. 174; Fish, 1989, pp. 94-95; NAIEA publications; DES, 1989; Galton, 1989).
  

     Initial teacher training should enable new teachers to respond surely but adaptably and flexibly to their pupils in particular teaching situations, by finding themselves. How, Then should initial teacher training be carried out in order to meet the professional responsibilities attributed to primary school teachers?

     The purpose of this study is to investigate initial primary teacher training systems in England, and, to compare with the system in Turkey as appropriate, to use the findings to make recommendations for improvements in the Turkish initial primary teacher training system.

     For this purpose, first English initial primary teacher training systems were surveyed in terms of how well students and their trainers felt students were prepared and which components of their course helped to prepare them to be primary teachers. They were also asked for suggestions to improve their training. Thirdly, English and Turkish systems are compared and as appropriate findings are used to make recommendations for further development of the Turkish initial primary teacher training system.

METHOD

     Study Groups

     This study was carried out in two institutions which have different kinds of initial teacher training courses in England. Institution A has only a one-year PGCE (Post Graduate Certificate of Education); institution B has two routes, a one-year PGCE and four-year BEd (Bachelor of Education).

Data were collected by administering questionnaires. The same questionnaires were given to trainers and students in their last term to investigate how well the students felt they had been prepared as primary teachers and which components of the course helped to prepare them. All trainers in institution A and B, and one quarter of the one-year PGCE students in institution A and of the BEd students in institution B were asked to complete the questionnaire.

     Developing the Questionnaire

     For developing the questionnaire, the objectives of initial primary teacher training were identified from the literature in this field, and from the handbooks of institutions which carry out initial primary teacher training. Then, in terms of these objectives, questions were produced in order to obtain the perceptions of trainers and students. The questionnaire comprised three sections. One included five-point Likert Scale questions, about how well the students felt they were prepared as primary teachers. The second section consisted of questions on which components of the course helped best to prepare students. The last part asked for suggestions on how to improve their training.

     The questionnaire was prepared for both trainers and students and was checked separately by five specialists in research, and in English, and in primary teacher training. According to their recommendations, the questionnaires were rewritten and were administered to trainers and students at the end of the summer term.

     Analysis of Data

     Frequencies, percentages, Mann-Whitney U tests and test of proportions were utilized in analysing the data provided by questionnaire. Data gained from interviews were transcribed from tape records.

     Frequencies and percentages were used to describe the perceptions of trainers and students about how well the students were prepared as a primary teacher and also which components of the course helped to prepare the students.

     The Mann-Whitney U test was utilised to compare the perceptions of trainers and students; of one-year PGCE students and BEd students; of PGCE students and their trainers; of BEd students and their trainers; and of trainers in institution A (PGCE) and trainers in institution B (BEd). Test of proportions were used to compare the perceptions of PGCE students and their trainers; of BEd students and their trainers; and of PGCE students and BEd students on which components have helped the students to be prepared as a primary teacher.

RESULTS

     How Well the Students are Prepared

     One-year PGCE students' perceptions on how well they were prepared as primary teachers for the skills given are shown in Table 1.

     As seen in Table 1 there was substantial variation among the one-year PGCE students in their perceptions of how well they are prepared. In most skills the majority felt that their preparation was at least adequate, but substantial numbers also indicated that they had had very little preparation.

     The majority of students' responses indicated that they were prepared more than adequately with regard to creating equal opportunities for children and teaching mathematics and science. In terms of gaining confidence; fostering children's social and cognitive development; catering for children's special needs; planning the curriculum; classroom organisation and management; assessing children's achievement; and teaching English and Foundation Subjects the majority thought that their training was adequate. With regard to preparation for fostering children's emotional, physical development and working with parents and others they were likely to feel that they were trained less than adequately.

     The perceptions of the PGCE students' trainers generally were similar to those of students. However, trainers' reports of how well students were prepared for classroom organisation and management (z=2.070, p<05) and for teaching English (z=2.210, p<05), were more positive than those of the students.

     BEd students' perceptions in this respect are shown in Table 2. The majority of BEd students felt that they were prepared more than adequately with regard to catering for children's special needs; organising and managing classroom; creating equal opportunities; teaching science. They also thought that their training was adequate for gaining professional skills- in having confidence; fostering children's whole development; planning programmes; assessing children's achievement; teaching mathematics and English. Nevertheless, they felt that they were prepared less than adequately for teaching foundation subjects and working with parents and others. Although the perceptions of their trainers seem to be higher than the students' in some areas, there were no statistically significant differences between trainers and students.

     The perceptions of PGCE and BEd students were very similar to each other. However, in terms of preparation for fostering children's social (z=-2.074, p<.05), physical (z=-2.930, p<01) and cognitive development (z=--2.540; p<.01). and catering for children's special needs (z=-2.168, p<.01), BEd students felt better prepared than did PGCE students.

     Overall trainers' reports of how well students were prepared for fostering children's cognitive development (z=-2.046, p<.05) and for organising and managing the classroom (z=2.151, p<.05) and for teaching English (z=-3.228, p<.001) were more positive than those of the students.

     Which Components of the Courses Helped to Prepare Students As a Primary Teacher

     Results related to one-year PGCE students' perceptions as to which components of the course heped to prepare students for the skills given are shown in Table 3.

     As seen there, it is mostly Teaching Practice and Other School Experience which are said to have helped to prepare students in all of the skills listed. In addition, students said they had acquired mathematics and science teaching skills in Mathematics and Science components as well as in Teaching Practice components. Professional studies prepared the students to create equal opportunities and work with parents and others.

     Results for BEd students on which components of the course helped to prepare them for these skills are shown in Table 4.

     As for PGCE students, Teaching Practice is said to have helped to prepare students more than all other components. However, for some skills, Professional Studies and Mathematics contributed, though to a lesser extent.

     When the two groups are combined, trainers' responses indicated that every component prepared students with regard to their objectives and, therefore, their perceptions were significantly higher than those of their students in this respect. On the other hand, students’ perceptions were higher than tutors' about how much the Teaching Practice component helped the students to learn to teach mathematics, foundation subjects, science and teaching English.

     PGCE students were significantly more positive than BEd students about how much Other School Based Experience prepared students, and Mathematics and Science components helped to prepare students for teaching mathematics and for teaching science.

     Conclusion for the English System

     The majority of PGCE and BEd students and their trainers felt that students have been prepared adequately in most of the skills of primary teaching.

     All the findings indicated that PGCE students gained professional awareness in many areas, but there seems to be a need for more emphasis on preparation in fostering children's whole potential; constructing programmes to improve children's classroom experience, organising and managing classrooms for appropriate learning conditions, assessing children's characteristics, teaching English and foundation subjects as well as mathematics and science, and working with parents, colleagues, other staff and the community.

     The majority of BEd students felt that their training was adequate in gaining most of the skills, but also indicated that they might need more focus on teaching core (except Science) and foundation subjects and fostering children's emotional development, organising and managing the classroom, assessing children's characteristics, and working with parents and other staff and the community.

     As mentioned the perceptions of PGCE and BEd students were very similar to each other, although with regard to preparation for fostering children's development and catering for children's special needs BEd students felt better prepared than did PGCE students. This small difference may be explained by time restrictions on the one-year PGCE. Nevertheless, results indicated that even if the four-year BEd has fewer time constraints, it did not make a substantial difference with respect to how well prepared those student felt.

     These results are supported by some HMI reports suggesting that both PGCE and BEd courses students were not adequately prepared for the assessment of children's learning, curriculum planning, fostering children's development and abilities, meeting I special needs, and establishing relationships with parents and the wider community (Report 74/89; 188/87; 303/88; HMI Survey, 1987, pp. 76-102).

     Most of the students, on the PGCE and BEd, believed that Teaching Practice was f the most important component in helping to prepare them. These findings support the I idea that teaching practice is the heart of teacher training. Moreover, it is claimed that all wortwhile professional teaming is experiental, including the acquisition of relevant and I useful subject knowledge (Fish, 1989; Elliott, 1990). However, at the same time real practice should be supported and enriched by theoretical underpinning (Lawrence,1987), such as professional and curriculum studies, if teacher training is to achieve its full objectives.

     Professional studies, on the PGCE and BEd courses, include among their I objectives enabling students to understand children's development and learning; to plan and evaluate the curriculum; to organise the teaching-learning environment; to meet children's individual needs; to teach children; and to assess children's whole development.

     Curriculum Studies, core and foundation subjects, also include the objectives that students should be able to gain both subject knowledge and appropriate teaching | approaches, including how children learn and how to teach effectively.

     However, results for the PGCE and BEd students indicated that professional studies might need further development so that it would achieve its objectives. HMI has also suggested that "there is a need to strengthen professional work" (Report 86/87). In addition. The findings for the PGCE suggest that English and Foundation Subjects might I need to be developed to enable students to feel confident to teach these subjects. These deficiencies may appear because of the balance of time allocation between Professional Studies, Core and Foundation Subjects on the one-year PGCE.

     Results for the BEd students also indicated that other school based experience might need to be made more helpful for students in gaining professional skills. Moerover, Mathematics, English, Science and Foundation Subjects seem also to need further development so that students can acquire appropriate knowledge of these subjects for primary school children and also understand how these subjects can be taught effectively. In particular, high expectations from the BEd course, which trained students both as a subject specialist and a professional, and tack of links between subject studies and their teaching, might lead to deficiencies in primary teaching (Report 26/87, 138/87; Bassey,1990; McNamara,1991).

     Summary of Suggestions for Improvement by Students and Tutors

1. Time allocation of the courses: In particular, one-year PGCE trainers and students suggested that this route needs to be extended to fill some professional gaps and to obtain professional skills during initial training. Furthermore, 77% of students recommended that first aid must be covered or compulsory, to enable them to cope with classroom incidents.
2. Professional studies: A substantial number of students (75%) indicated that they need more in depth knowledge in professional studies such as how to plan the curriculum, how to organise and manage the teaching-learning process, how to cater for gifted and handicapped children's needs, how to help the emotional and social development of children who are abused or have social and emotional problems, how to assess children's characteristics. This, they suggested, should be achieved through a better balance between theory and practice and real case studies.
3. English, mathematics and science: 75% of students suggested that they need to learn more about basic principles, the procedures and structures of mathemtics, science and English, and how effectively to teach children to gain basic skills.
4. Foundation Subjects: The majority of students (77%) and trainers agreed that foundation subjects must be given more time and attention.
5. Teaching Practice: 73% of students suggested that they need to spend more time to gain experience with real, complex, practical situations in schools, not only as a block but also throughout the training years. In addition, students also reported that they need to be taught about observing, planning, organising and managing teaching-learning situations before and during teaching practice.
   

COMPARISON BETWEEN TURKISH and ENGLISH INITIAL PRIMARY TEACHER TRAINING and RECOMMENDATIONS for TURKISH PRIMARY TEACHER TRAINING PROGRAMME

     1.2. Comparison of the Components of Turkish and English Initial BEd Primary Teacher Training Courses

     Percentages of allocation time for Turkish and English initial BEd primary teacher training courses are given in Table 5.

Table 5. Comparison of Time Allocation of Turkish and English BEd Initial Primary Teacher Training Course Component

     As seen in Table 5, even if English students are also trained as a subject specialist, the time allocation for subject studies (31%) is less than in Turkey (38%). Turkish system devotes the biggest proportion of course time to subject studies.

     In the English BEd course, Curriculum, Subject Studies and School Based Experience have similar proportion of time allocation, even though the time allocation of some of the curriculum areas was not distributed adequately as was mentioned by English trainers and students That is, English, mathematics, and science were given priority, but foundation subjects namely history, geography, physical education, art, music, religious education etc., were given small proportion of course time. In the Turkish course, proportion of time allocated to curriculum studies (26%) is less than in England although all the National Curriculum subjects are given approximately equal time, in contrast to the English system. However, in the Turkish system, were allocated more time than the mathematics, Turkish and science.

     In the Turkish system, professional studies have the second largest proportion of time allocation after subject studies. In the English BEd course, professional studies has the lowest proportion of time. It is shown that Turkish initial primary teacher training gives more priority to general subject studies professional studies than to curriculum studies, whereas the English BEd course allocates more time to curriculum studies than to professional studies.

     In the English BEd course, whilst one of the biggest proportion of the course time is devoted to school based experience and teaching practice, in the Turkish BEd course the smallest proportion of the course time is allocated to school based experience and teaching practice.

Conclusion for the Turkish System

     Theory and Practice Balance

     Teaching is a very complex, dynamic and demanding process which includes creative thinking, choice, decision making and exploration. The main components in this process are research, experimentation and evaluation. These constitute teaching competence- reflectivity (Hextall & et al., 1991). Initially, teaching competence is gained through the teacher training process. In the 1970's teacher training moved away from using concepts of the educational sciences to the solution of everyday professional situations, fn the 1980's, it was put forward that professional knowledge and competence can be acquired through being the reflective practitioner who observes, analyses, and evaluates teaching-learning situations and develops judgements through experiential-teaching practice and other school based activity (Alexander, 1984; Pollard and Tann, 1987; Galton, 1990). That is, to be a 'reflective practitioner' is to gain understanding of situations holistically, to look at them from a variety of perspectives, to solve problems intelligently in unpredictable and complex, social situations and evaluate their own judgements and problem solutions. Hence, gaining this competence necessitates interacting with real practical conditions.

     "The new professionalism" model which can be applied in teacher training also includes the following principles: 1- Worthwhile professional learning is experiential, including the acquisition of appropriate and useful knowledge. 2- The professional learning curriculum should be made up of the study of real practical situations which are complex, problematic and open to a variety of interpretations from different points of view. 3- Professional knowledge should be enriched and supported by pedagogy so that learners can develop to become reflective practitioners. 4- The acquisition of knowledge can be fostered by interacting with real practical situations (Elliott, 1990, pp. 8-9).

     From the points of view of the reflective practitioner and the new professionalism models, the experiences which are gained from real practical interactions play an essential role in acquiring professional knowledge and competence. However, Lawrence criticized particularly English one-year PGCE courses, "the theoretical underpinning that should illuminate and enrich the practice is generally neglected" (Lawrence, 1987, p.394). The majority of English one-year PGCE and BEd students' responses seem to support Lawrence's claim. Students indicated that they substantially gained most of the professional skills and appropriate subject knowledge to teach primary children in Teaching Practice. They also suggested that they need more applicable theoretical course work as well as more practical integration. Moreover, they need to be taught more about planning programmes, the organisation and management of the classroom, catering for children's special needs, the assessment of children's characteristics and first aid before starting teaching practice and during teaching practice. Thus, in teacher training programmes theory and practice should be well-balanced to cater for demanding professional responsibilities and to enable students to obtain professional competence.

     In contrast to the English system, in the Turkish teacher training programme, theory is given much more emphasis. 30% of course time is allocated to professional studies, which include separate disciplines derived from the educational sciences. Therefore, there might not be lack of knowledge in the professional subjects such as Primary Curriculum and Development, Measurement and Evaluation, Special Education, First Aid. Nonetheless, school based experience which enables students to integrate theory with practice is given dramatically less time (7%). Bassey pointed out that studying the theory of education without putting the experience into practice is at least ten years out of date, and continued:

"... rats and pigeons psychology, ancient Greek philosophy and chantry school history are long dead. Theory today is about children learning to think, to understand, to create, to communicate, to relate to each other and the world; it is about teaching and learning, curriculum and assessment. The teacher training institutions work hard to integrate theory with practice" (Bassey, 1991).

     In the light of these aspects and findings Turkish initial teacher training programmes need to give more time to school based experience and teaching practice which is the heart of the initial teacher training process. Hence, students can be enabled to integrate theory with practice and to become reflective practitioners.

     In addition, in the Turkish initial primary teacher training course, Primary School Curriculum and Development and Introduction to Special Education modules taken in the eighth term- after all the school based experiences finish- might need to be repositioned, taking into account the sequence of students' educational needs. Because the Primary Curriculum and Development module includes planning the curriculum, organising teaching-learning process and evaluating curriculum, and the Introduction to Special Education module introduces students to how to cater for the needs of children who are gifted and handicapped, they should be taken before or during teaching practice if students are to apply essential professional knowledge in real practical situations.

     In addition, Early Years Education which is taken only as a subsidiary subject ought to be compulsory since most of the primary school teachers and administrators work in early years education. The entire range of primary education, therefore, can be provided from the early years to the middle years.

     Subject and Curriculum Studies

     The Turkish initial primary teacher training course does not train students as a subject specialist like the English system. The English BEd course is criticized by McNamara (1991) as it focuses on one subject instead of the majority of subjects within the National Primary Curriculum. He put forward that it would be more useful to ensure that primary teachers have a sound knowledge based on basic principles and processes within the subject areas of the National Curriculum, and to focus on children's development and learning and how ,to teach subject areas effectively. Suggestions from English PGCE and BEd students supported McNamara's ideas (See Suggestions section).

     Although the Turkish initial teacher training course covers Primary National Curriculum subjects in subject studies, it is given the biggest proportion of the course time as against learning how to teach these subjects.

     In the English teacher training courses, the core subjects, namely English, Mathematics and Science, are given priority in terms of time allocation. Trainers and students reported that other curriculum subjects- foundation subjects- namely History, Geography, Music, Art, Physical Education, Drama, Dance etc., need more time in order to overcome lack of competence in these areas (See Suggestions Section). Even though in the Turkish system, the time allocations for all curriculum subjects are approximately equal, the total time devoted to curriculum studies is less than to subject and professional studies.

     The findings indicate that Turkish teacher training courses need to give more time to subject application (curriculum studies), since curriculum studies help students to acquire the professional skills required for each subject area.

     Two-Year Post Graduate Certificate of Education

     Some of the educators in the English primary teacher training system claim that it can be more appropriate to train primary teachers through a two-year PGCE route, as primary teaching is crucial for the development of future generations of society, and needs dynamic and complex skills (Lawrence, 1987; Bassey, 1989, 1990; Elliott, 1990; Rudduck, 1991).

     Trainers who taught on the BEd and PGCE one-year courses disclosed that, although the one-year PGCE has very little time, this route is much more flexible, responsive and cheaper than the BEd course. It can be changed easily with regard to needs and requirements from one year to another. Hence, curriculum development can be provided quickly through the PGCE course. Moreover, students who are on the PGCE are substantially more mature, motivated, and responsible and they know what they want to do and why they are asked to do it, compared with students on the BEd. In short, they are aware of the importance of being a primary teacher. However, this route needs more than one year to cater for the needs of a very challenging and crucial job - primary teacher.

The route of the two-year PGCE can be implemented into the Turkish initial primary teacher training system along side the four-year BEd route. People who decide to be primary teachers after having a first degree in one of the Primary National Curriculum areas from the faculties of literature and science can be trained as primary teachers by a two-year PGCE course. This route would cover knowledge of the basic principles and processes of the National curriculum subjects and their teaching as curriculum studies. Professional studies would consist of how to foster children's whole potential and how to guide children's learning; how to cater for the needs of children who are in special situations; how to design and manage teaching-learning resources; and how to assess children's characteristics. This component would also enable students to be aware of the educational system and relevant issues as well as how to communicate and educate parents and the community. Teaching practice would provide students with professional competence the ability to apply appropriate knowledge in complex, unstable, unique situations. Thus, this route can be more relevant to preparing well qualified, motivated, effective primary school teachers.

     Major Recommendations for the Turkish system

1. The time allocation to professional studies might be reduced by focusing on helping children learn- to think, to enquire, to create, to solve problem; fostering children's whole potential development; designing and managing teaching-learning resources and processes; assessing children's characteristics- diagnostic, formative and summative- to remedy developmental and learning deficiencies. The time allocation to school based experience, therefore, could be increased to enable students to gain professional competence by interacting with real practical situations including creative thinking, enquiring, problem solving and evaluation of own judgement.
2. In the professional studies components, some modules need repositioning with regard to sequences of subjects and educational needs.
3. In terms of time allocation, curriculum studies which include National Primary Curriculum subjects and their teaching in primary schools would be given more priority than subject studies which are taught merely as subject knowledge without linking with primary teaching or education.
4. It could be more appropriate to train primary teachers through a two-year PGCE initial teacher training course in terms of having not only well-qualified, mature and motivated teachers but also a flexible, responsive and quicker system to cater for developmental needs from one year to another as compared with the BEd route.

Table 1. Perceptions of One-Year PGCE Students in Institution A of How Well They Are Prepared (N=36)

Table 2. Perceptions of BEd Students in Institution B of How Well They Are Prepared (N=14)

Table 3. Students' Perceptions in Institution A (One-YearPGCE) of Which Components Have Helped to Prepare Them (N:36 for every cell)

Table 4. Students' Perceptions in Institution B (BEd) of Which Components Have Helped to Prepare Them (N:14 for every cell)