Among Conceptual Diversity and Standardization: An Analysis of Introduction to Education Coursebooks

Yalçın Dilekli

Yalçın Dilekli, Muhammed Emir Rüzgar, Savaş Karagöz, İbrahim Sözcü

Year : 2024
Vol : 2
No : 1
Page : 17-37

As an introductory course to the teaching profession, Introduction to Education, having different names in differerent time periods, includes the presentation of the basic concepts, approaches and methods needed for the teaching profession. As such, the course is expected to lead the preservice teacher into a successful career in education and a successful transition to the world of teaching. One of the most frequently used resources by teacher educators for the afoementioned transiton is undoubtedly the textbooks written for these courses. This study aimed at analyzing the content of such textbooks (Introduction to Education, Introduction to Educational Sciences or Introduction to the Teaching Profession) published in Türkiye between 1997 and 2020 to determine how the field of education is conceptualized and how this conceptualization has changed over the years. Designed as descriptive research, the population of this study consisted of all introductory education textbooks published between 1997 and 2020. Using a stratified sampling method, three textbooks published between 1997-2005, six textbooks published between 2006-2018 and three textbooks published between 2018-2020 were selected as the sample. A book analysis form was prepared, and expert opinion was obtained for the form in order to analyze the books in the sample. The form prepared for the analysis basically consists of two parts. In the first part, there are questions to determine the general characteristics of the book such as the number of authors, the number of chapters and the year of publication. In the second part of the form, there are questions to analyze the content of the books, such as the titles of the chapters, the scope of the relevant titles, the concepts of education in the chapters, how and in which areas the definitions of these concepts differ or converge, how education is associated with which disciplines, and the evolution in the way this relationship is established. As a result of the analysis, the study determined that a standardization emerged in introductory books on education, especially towards the 2020s. In addition, the study yielded that education was mostly defined in relation to the behaviorist approach. Based on the findings, the study recommended to increase comprehensiveness and diversity in the books to be written for introductory courses in education and to approach education from different perspectives, considering that it can enrich the theoretical discussions on education.

Cite this Article As : Dilekli, Y., Rüzgar, M. E., Karagöz, S. & Sözcü, İ. (2024). Kavramsal zenginlik ve standardizasyon arasında: Eğitime giriş ders kitaplarının analizi. Edutech Research, 2(1), 17-37.

Description : Yazarların hiçbiri, bu makalede bahsedilen herhangi bir ürün, aygıt veya ilaç ile ilgili maddi çıkar ilişkisine sahip değildir. Araştırma, herhangi bir dış organizasyon tarafından desteklenmedi.Yazarlar çalışmanın birincil verilerine tam erişim izni vermek ve derginin talep ettiği takdirde verileri incelemesine izin vermeyi kabul etmektedirler. None of the authors, any product mentioned in this article, does not have a material interest in the device or drug. Research, not supported by any external organization. grant full access to the primary data and, if requested by the magazine they agree to allow the examination of data.

Among Conceptual Diversity and Standardization: An Analysis of Introduction to Education Coursebooks, Research Article,
2024, Vol. 2 (1)

Received : 11.02.2024, Accepted : 22.05.2024 , Published Online : 08.07.2024