The problem of foundational courses in teacher education

Yuesel S.

KURAM VE UYGULAMADA EGITIM BILIMLERI, vol.7, no.2, pp.999-1037, 2007 (SSCI) identifier

  • Publication Type: Article / Review
  • Volume: 7 Issue: 2
  • Publication Date: 2007
  • Journal Indexes: Social Sciences Citation Index (SSCI), TR DİZİN (ULAKBİM)
  • Page Numbers: pp.999-1037
  • Bursa Uludag University Affiliated: No


The necessity of the foundational courses that take place in teaching courses in teacher education programs is a much-debated topic. Some writers argue that these courses are important since they help teachers and teacher candidates understand the dynamics in the process of teaching and learning and assist teachers in thinking extensively about the problems encountered while teaching so as to find rational Solutions to the,problems. On the other hand, some writers claim that there should not be any foundational courses in teacher education programs since teaching can be learned only by practice. Opponents argue that foundational courses cannot help teacher candidates. Since the 1950's, foundational courses have been taught in teacher education programs in Turkey. However, foundational courses were eliminate(] from teacher education programs, except psychology courses, by the Higher Educational Council (HEC) in the process of restructuring educational faculties in 1997. Even though there were not any scientific data supporting this decision, the decision has not been criticized. The HEC decided to bring new arrangements to teacher education programs in 2006. The foundational courses have been added back to teacher education programs with this arrangement. In this Study, after examining the opinions and practices that are for and against the foundational Courses, these courses have been evaluated in the light of the arrangements done by the HEC.