The Public Personnel Selection Examination (KPSS) score requirement will no longer be sought for teacher appointments. Instead, the Academy Entrance Exam (AGS) will be taken into account for appointments. Evaluating the new regulations in teacher appointments, Prof. Dr. Sırrı Akbaba asked, “Is there a need for a new exam today, when there are complaints about the excess of exams within the National Education System?” Stating that the exam named “ÖABT” (Field Knowledge Test for Teachers) will include questions related to each teaching field, Prof. Dr. Sırrı Akbaba said, “The teaching profession is a professional one, and there should be no room for uncertainties.”
Prof. Dr. Sırrı Akbaba, faculty member at Uskudar University, Faculty of Humanities and Social Sciences, Department of Psychology, evaluated the new regulations in teacher appointments.
The changes made hinder the development of our education system by taking root
Prof. Dr. Sırrı Akbaba pointed out that the most important reason for the development of institutions is that they have had the opportunity to exist for many years. He said, “A tree grows on its roots. Educational institutions develop for the same reason. This truth is better understood when looking at the few educational institutions in Turkey and other countries where parents want to send their children. There has been a long-standing problem in our country: whenever educational institutions are about to bear full fruit, for some reason, either that institution is completely abolished or a change is made. These changes prevent our education system from taking root and developing.”
Is there a need for a new exam?
Prof. Dr. Sırrı Akbaba also noted that the need for a new institution or organization would be understood from its rationale, and continued:
“While there are education faculties that train teachers, I cannot ask if there is a need for a ‘Teacher Academy’; it has already been established. We are gradually beginning to see what function this academy serves. In the statement made by the Ministry of National Education, it was understood that the first function of the Teacher Academy is examination. The Assessment, Selection and Placement Center (ÖSYM), which is among the most trusted institutions by the public in Turkey, successfully conducts exams. ÖSYM also conducts exams for prospective teachers. Is there a need for a new exam today, when there are complaints about the excess of exams within the National Education System?”
The correct approach is for the change to be made within the institution that needs development…
Prof. Dr. Sırrı Akbaba stated that the Assessment, Selection and Placement Center could be further developed in line with contemporary innovations and scientific advancements. He said, “For example; in addition to exam questions that only measure knowledge, aptitude questions can also be added. As a result, talented children who cannot acquire knowledge for various reasons can also be enabled to enter universities and thus become professionals requiring a high level of capacity. The correct approach is for the change to be made within the institution itself that needs development.”
High aptitude in at least two areas should be sought in a prospective teacher
Prof. Dr. Sırrı Akbaba also explained that it is necessary to draw attention to the shortcomings, based on the statements made about the Teacher Academy Entrance Exam for making regulations before detailed explanations by the Ministry, and said:
“Why are there no Pedagogical Formation Exam (PFS) or Education Sciences Exam (EBS) among the planned exams for entry into the Teacher Academy? It is known by all modern societies that even if a person gets the highest scores in other exams, they cannot become a teacher if they lack pedagogical formation, which is the most important prerequisite for being a teacher. It was announced that the questions to be asked in the exam named ‘AGS’ (Academy Entrance Exam) will pertain to ‘verbal and numerical aptitude, history, geography of Turkey, foundations of education, and the Turkish national education system and its legislation.’ The inclusion of aptitude questions has been positively evaluated: high aptitude in at least two areas should be sought in a prospective teacher. However, questions about history and geography are also subject-specific questions that will be included in the ‘Field Knowledge Test for Teachers.’ In this case, aren't teacher candidates entering these branches put at an advantage over other branches?”
The teaching profession is a professional one
Prof. Dr. Sırrı Akbaba stated that the exam named “ÖABT” (Field Knowledge Test for Teachers) will include questions related to each teaching field. He said, “For example; mathematics questions will be asked to mathematics teachers, and Turkish questions to Turkish teachers. In this statement, many teaching fields such as special education, philosophy group… are not mentioned. Why is the foreign language exam not named ‘ÖABT’? Are other branches considered teacher field knowledge (ÖAB), but the foreign language branch is not part of the teaching field? Should foreign language teachers be called ‘foreign language specialists’? Aren't those who teach foreign languages part of the teaching profession? Exams should be renamed after sufficient consideration. ‘For other teacher candidateships for which ÖABT or YDS are not planned to be applied, the MEB-AGS score will be formed only with AGS.’ This sentence in the Ministry’s statement emphasizes the existence of a group of uncertainties. The teaching profession is a professional one, and there should be no room for uncertainties.”