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The Opinions of Deans about their Tasks and Competences

The Opinions of Deans about their Tasks and Competences. Esmahan Agaoglu Anadolu University, Turkey. ATEE 2010 August 25-31, 2010 BUDAPEST, HUNGARY. Introduction. ‘knowledge economics’ change uncertainty. 1. Introduction.

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The Opinions of Deans about their Tasks and Competences

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  1. The Opinions of Deans about their Tasks and Competences Esmahan Agaoglu Anadolu University, Turkey ATEE 2010 August 25-31, 2010 BUDAPEST, HUNGARY

  2. Introduction • ‘knowledge economics’ • change • uncertainty ATEE2010 Budapest, HUNGARY 1

  3. Introduction • Teacher education, both pre and in service, is seen as the key to qualified teachers who are able to educate students for the demands of the 21st century (OECD, 2005) ATEE2010 Budapest, HUNGARY 2

  4. Introduction • Teacher education, as a part of a country’s educational system, has its own place within the institutional structures and has a close relation with the teacher education institutions ATEE2010 Budapest, HUNGARY 3

  5. Introduction • The deans of teacher education institutions could have a crucial role ATEE2010 Budapest, HUNGARY 4

  6. Aim • To reveal the opinions of deans, who work at the Education Faculties in Turkey, about their Tasks and Competences. ATEE2010 Budapest, HUNGARY 5

  7. Some Insights from TURKEY-Appointment • “Dean, who is the representative ofthe faculty and units, is chosen by the Higher Education Council among the three candidate professors from the same or other universities, who are recommended by the Rector.” Higher Education Law, 2547, Article 16 ATEE2010 Budapest, HUNGARY 6

  8. Some Insights from TURKEY-Duties and Responsabilities • To chair the faculty boards, implement the assizes of the faculty boards and coordinate the settled duties among the units of the faculty. • To report the assessment of the general situation and the process in the faculty to the rector subsequent to each academic year or on demand. • To pronounce the budget and initial requirements of the faculty to the rector with the justifications, and to present the budget proposal of the faculty for acceptance of the rector after taking the faculty board’s opinions. • To maintain the general supervision of the faculty units and faculty staffs at all levels. • To carry out other duties that administered to him/her by the legislation. ATEE2010 Budapest, HUNGARY 7

  9. Methodology-Study Group the population : 66 deans the study group : 64 deans ATEE2010 Budapest, HUNGARY 8

  10. Methodology-Data collection • What are your opinions about the Deans’ duties and responsibilities? • What are your opinions about the Deans’ competences? ATEE2010 Budapest, HUNGARY 9

  11. Data n % Gender Female 7 10,94 Male 57 89,06 Age - 50 28 43,75 51 + 36 56,25 Discipline Educational Sciences 21 32,81 Sciences 29 45,31 Social Sciences 7 10,94 Health Sciences 7 10,94 Findings-Demographic data ATEE2010 Budapest, HUNGARY 10

  12. Findings-Duties and Responsibilities Generally Similar to Legislation (44 Deans) “To carry out the duties and responsibilities that administered to him/her by the legislation.” Different to legislation (20 Deans) “To create an environment to educate teachers, who like training, improving continuously themselves…” ATEE2010 Budapest, HUNGARY 11

  13. Findings-Competences • effective interpersonal communication • effective business management • preparing an adequate training environment • visionary leadership to staff and candidate teachers ATEE2010 Budapest, HUNGARY 12

  14. Findings-Competences • “ A Dean must be successful firstly on interpersonal • relationship and have some characteristics such as • sincerity, honesty and empathetic thinking skill and so on. • In addition, a dean must know very well the teaching • profession, especially its difficulties of the profession to can • take timely precautions against these difficulties using • his or her experiences.” • “A Dean should have a strong relationship the local and • national Education Authorities to be able to train future • teachers and also to produce effective solutions • of national educational problems together with them.” ATEE2010 Budapest, HUNGARY 13

  15. Conclusions… • a real bureaucrat not a teacher educator • “Effective interpersonal communication” and • “visionary leadership to staff and candidate teachers” ATEE2010 Budapest, HUNGARY 14

  16. THE END... ? ? ? ATEE2010 Budapest, HUNGARY 15

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