In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
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in
Ed
u
c
ation
(
IJERE
)
V
o
l.6,
N
o.3,
S
eptem
b
er
2
01
7
,
pp. 227~
2
3
2
IS
S
N
: 2252-
88
22
227
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
sj
ourn
a
l.
com
/
on
line
/
in
dex.
p
h
p
/
I
J
ERE
Oral Exam
System at Teacher
Appointme
n
ts i
n Turkey
İsmail
Colak
1
,
S
e
l
c
u
k
B
es
i
r
D
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m
i
r
2
1
E
du
cati
o
n
a
l S
c
i
e
n
ces In
s
tit
u
ti
on,
C
um
huri
y
e
t
U
n
i
v
e
rsity,
Tu
rke
y
2
D
epart
m
en
t
o
f
S
ocial S
t
udies E
d
ucat
ion,
C
umh
u
riyet
Univers
ity,
T
urk
e
y
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Dec
7
, 2
0
16
Re
vise
d Ju
l 2
0
,
201
7
Ac
ce
p
t
ed
Au
g
1
0
,
2
017
M
a
ny
s
y
s
t
e
m
s
h
ave
be
en
d
ev
elo
p
e
d
on
teach
er
s
el
ectio
n
and
ap
p
o
i
ntmen
t
s
pro
cedu
r
e
s
t
h
r
o
u
g
h
o
u
t
h
i
s
t
o
r
y
in
T
u
r
k
e
y.
L
atest
teach
er
a
p
p
o
i
n
t
me
n
t
s
a
n
d
sel
ecti
on
syst
e
m
s
in
T
urkey
i
s
O
ral
E
x
am
E
valuat
io
n.
T
h
i
s
n
e
w
s
yste
m
i
s
di
scu
ssed
in
d
etail
in
t
h
i
s
stu
d
y
.
B
asi
cally,
t
h
e
s
t
ud
y
is
t
o
a
nal
y
sis
what
t
he
po
siti
ve
a
n
d
n
e
g
ati
v
e
re
fl
ecti
ons
o
f
th
e
syst
em
m
i
ght
b
e
an
d
al
l
ed
ucati
on
Un
io
n'
o
pi
n
i
on
s
abo
u
t
t
h
e
oral
e
x
a
m
i
n
a
tio
n.
I
n
ad
di
ti
on,
C
o
n
t
r
a
cted
T
eacher
Oral
E
xam
E
v
aluati
on
F
orm
is
e
valu
ated
accordi
n
g
to
d
iff
e
ren
t
v
ie
w
in
t
hi
s
pap
e
r.
W
hen
th
e
rel
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vant
l
it
eratu
r
e
is
r
ev
iewed
,
i
t
was
o
b
s
e
rve
d
that
t
h
e
O
ral
Exam
s
ys
t
e
m
is
a
pplied
all
over
t
he
w
orld
.
H
o
w
e
ver,
s
om
e
criti
c
is
ms
h
ave
been
a
nim
a
d
v
erted
new
s
y
s
t
em
,
wh
ich
is
a
p
p
lied
r
e
cent
l
y
in
T
urk
ey.
Th
e
f
o
cal
p
oi
n
t
o
f
the
crit
icis
ms
i
s
that
t
he
s
y
s
t
e
m
i
s
u
s
e
d
as
t
h
e
f
un
da
me
n
t
a
l
det
e
rm
inant
s
i
n
teacher
a
ppointm
ent
s
.
The
y
c
ritici
zed
O
ral
Exa
m
c
o
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s
i
s
t
o
f
t
h
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m
e
m
b
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s
o
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o
m
m
i
s
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n
t
h
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t
a
p
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x
a
m
,
w
h
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c
h
i
s
a
n
o
ther
contradicti
on o
f
this system
t
hat is
op
e
n to
d
ebat
es.
K
eyw
ord
:
C
o
nt
rac
t
ed
t
eac
h
e
r
O
r
a
l
e
xa
m
evaluat
i
on
Oral
e
x
a
m
s
y
st
em
Te
ac
h
e
r a
p
poin
t
ment
s
Co
pyri
gh
t © 2
017 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
S
e
l
c
uk
Besir D
e
m
i
r
,
D
e
pa
rtme
nt
o
f
S
o
cia
l
S
tu
d
i
es Ed
u
c
a
t
i
on,
Cum
huri
y
e
t
U
nive
rsit
y,
In
sti
t
ut
e
o
f
Edu
ca
ti
o
n
a
l
Sci
e
nc
es
5
81
40
Camp
u
s –
S
I
V
A
S Tu
rk
ey
.
E-m
a
il: sbe
s
de
m
@
ho
tma
il.
co
m
1.
I
N
TR
OD
U
C
TI
O
N
Ma
ny
s
y
st
e
m
s
have
b
ee
n
d
e
ve
l
ope
d
a
n
d
teste
d
o
n
te
a
c
her
tra
i
n
i
ng
a
nd
se
l
e
c
t
ion
proc
ed
ure
s
thr
o
u
g
hou
t
hi
s
t
or
y.
I
n
t
h
i
s
c
on
te
xt,
“
t
he
t
ea
cher
t
rai
n
in
g
ins
t
itu
t
i
ons
s
uc
h
as
h
ig
h
sc
h
ools,
i
ns
ti
tu
tes,
ac
adem
ies
a
n
d
fac
u
l
t
ies,
w
hic
h
w
e
r
e
form
er
l
y
c
on
n
e
cted
t
o
un
i
v
e
rsit
ies
a
nd
M
i
n
i
stry
o
f
N
a
t
i
ona
l
Ed
uca
t
i
o
n
[
ME
B
(M
oN
E)]
w
i
t
h
t
he
H
i
g
her
Ed
ucat
i
on
La
w
,
w
h
i
c
h
w
as
enac
t
e
d
in
1
9
8
1
n
um
ber
25
4
7
,
w
e
r
e
col
l
ec
te
d u
nder
the ti
t
l
e
o
f
H
i
g
her Ed
ucat
i
on I
n
st
it
u
t
i
o
n [H
E
I
(Y
Ö
K
)]
on Jul
y
2
0
,
1
98
2”
[1].
A
s
of t
h
is d
a
t
e
, a
st
a
n
d
a
rd
m
od
el
w
a
s
e
st
a
b
li
she
d
[
2
]
a
nd
“
A
s
o
f
19
89
-1990
a
c
a
d
e
mi
c
ye
ar
,
the
ed
uc
at
iona
l
d
u
r
a
t
i
on
of
a
ll
hi
ghe
r
edu
c
at
ion
i
n
sti
t
u
t
i
ons
t
ha
t
tra
i
n
e
d
t
e
a
c
he
rs
w
as
i
ncr
e
as
ed
t
o
a
t
l
e
a
s
t
4-
year
u
n
d
e
r
grad
ua
te
d
e
g
re
e”
[3]
.
The
n
,
“
A
s
of
1
9
9
8
-1
99
9
aca
dem
i
c
ye
ar,
a
restruc
t
ur
ing
w
a
s
star
t
e
d
i
n
tea
c
her
trai
n
i
n
g
i
nsti
tu
ti
ons
w
it
h
t
h
e
co
op
er
atio
n
of
M
o
N
E
and
YÖK
(HEI
)”
[
4
]
.
As
o
f
th
at
y
e
a
r,
t
h
e
p
e
dag
o
g
ica
l
f
or
m
a
tion
c
l
asses
w
e
r
e
elimi
n
a
t
e
d
f
r
o
m
the
curr
i
c
ul
a
of
t
he
f
a
c
u
l
tie
s
and
h
i
g
h
s
c
h
oo
ls
e
x
c
ep
t
f
o
r
e
d
u
cati
o
n
a
l
f
a
c
u
lti
es
[
5
]
,
a
n
d
i
t
w
as
ma
de
c
omp
u
l
s
ory
to
b
e
gra
d
uate
d
fr
om
e
d
u
ca
ti
ona
l
fa
c
u
l
t
i
e
s
i
n
o
rd
e
r
t
o
b
e
c
o
me
t
e
a
c
he
rs
[
6
]
.“In
a
ppo
int
i
n
g
teac
hers
up
to
t
ha
t
mom
e
n
t
,
t
h
e
h
i
gher
e
duc
atio
n
i
n
s
tit
u
t
i
o
ns
t
h
a
t
tra
i
ne
d
te
ache
r
s
w
e
re
p
r
i
or
i
t
ize
d
,
an
d
w
h
en
nee
d
e
d
,
the
gr
adua
tes
of
o
the
r
f
ac
u
lties
w
e
r
e
a
ls
o
gi
ve
n
t
h
e
ch
a
n
ce
t
o
be
com
e
t
ea
c
h
er
s”
[
7].
T
h
is
s
itu
ati
o
n
is
the
in
d
i
cat
or
o
f
th
e
fact
t
ha
t
a
lth
ou
g
h
t
he
g
r
a
dua
tes
from
t
ea
c
her
tra
i
n
i
ng
de
par
t
m
e
n
t
s
a
r
e
e
a
sily
a
pp
oi
n
t
e
d
,
t
h
i
s
h
as
n
o
t
e
limi
n
at
e
d
t
h
e
n
ee
d
fo
r
mo
re
t
e
a
c
h
ers.
H
o
w
eve
r
,
i
n
tim
e
“
t
h
e
re
w
e
r
e
p
ile-
u
ps
i
n
a
p
plica
t
i
ons
a
s
teac
hers”
[8]
and
the
su
p
p
l
y
-dem
and
b
a
la
nc
e
has
never
bee
n
esta
bl
is
hed
i
n
te
ache
r
a
p
p
o
i
ntm
e
n
t
s [9]
.
I
n
o
rde
r
t
o
resol
v
e
t
h
is
p
i
l
e
-
up
prob
lem
,
t
ea
cher
c
a
n
d
i
da
t
e
s
w
e
r
e
a
s
k
e
d
t
o
s
u
c
c
e
e
d
i
n
t
h
e
G
e
n
e
r
a
l
K
now
le
d
g
e,
G
e
n
era
l
A
b
i
l
itie
s
a
n
d
E
d
u
c
a
tio
na
l
Sc
i
e
n
ces
s
ect
i
ons
of
t
he
P
ub
lic
P
ersonne
l
S
e
lec
t
io
n
Exam
i
n
at
ion
(
P
ES
E),
w
h
ich
w
a
s
prepa
r
ed
by
S
t
u
d
e
n
t
S
e
l
e
c
t
i
o
n
a
n
d
P
la
ce
me
nt
C
en
ter
(SSPC),
b
ased
on
t
h
e
dec
i
si
o
n
o
f
th
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Boa
r
d
of
M
in
is
t
e
rs
i
n
2
0
02
w
i
th
t
he
d
ate
1
8
/
3
/
2
0
0
2
a
nd
num
ber
20
0
2
/
3
97
5.
I
n
20
13,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N: 2
2
5
2
-
88
22
I
J
ERE
Vol.
6, No.
3
, Se
pt
e
m
b
e
r
2017
: 227
– 232
22
8
a
ccor
d
i
n
g
to
t
h
e
p
r
o
toc
o
l
o
n
“
G
e
ne
r
a
l
Ma
na
g
e
me
nt
o
n
E
x
a
m
inat
i
o
n
s
t
o
b
e
Con
d
u
cte
d
f
or
t
he
P
erson
n
e
l
wh
o
w
i
l
l
b
e
A
p
po
i
n
t
e
d
t
o
P
ub
lic
D
ut
i
e
s
f
o
r
the
F
i
r
s
t
Tim
e”
signe
d
b
e
t
w
e
e
n
M
o
N
E
,
S
S
P
C
,
a
n
d
S
t
a
t
e
P
e
r
s
o
n
n
e
l
Ma
na
gem
e
n
t
(
S
P
M)
;in
a
dd
iti
on
to
P
ES
E,
T
ea
ch
in
g
P
r
of
e
s
si
on
F
i
e
l
d
K
now
led
g
e
(
T
P
F
K)
e
xam
w
a
s
ma
d
e
co
mp
ul
so
ry
[
10
];
a
nd
i
n
c
a
s
e
t
e
a
c
h
e
r
ca
ndid
a
t
e
s
we
r
e
s
u
cce
ssfu
l
i
n
b
o
th
e
xam
i
nat
i
o
n
s,
t
he
y
w
e
r
e
a
p
p
o
i
n
ted
w
i
t
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i
n
a
l
imi
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et
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y
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um
be
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m
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d
b
y
M
i
ni
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tr
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of
F
inanc
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b
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o
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E
[
1
1
]
.
B
y
20
1
6
,
w
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xec
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ms
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n
i
n
Ta
b
l
e
1
.
Table
1.
P
E
S
E
pe
r
ce
n
t
a
g
e
p
o
i
n
t
r
a
n
k
s
a
nd
or
a
l
e
xam
i
nat
i
o
n
succ
ess
po
i
n
t
s
I
n
t
h
e
c
o
n
t
e
x
t
o
f
t
h
i
s
d
e
c
i
s
i
o
n
,
t
h
e
O
r
a
l
E
x
a
m
r
e
s
u
l
t
s
w
i
l
l
b
e
m
u
lt
i
p
l
i
e
d
w
it
h
3-
fo
ld
o
f
t
h
e
am
o
u
n
t
o
f
tea
c
he
r
s
t
ha
t
w
i
l
l
b
e
ap
p
o
i
n
ted.
T
he
c
om
mission
s
t
h
a
t
a
r
e
a
ppr
o
ve
d
by
the
Mi
n
i
str
y
o
f
N
a
t
i
ona
l
Ed
uca
t
i
o
n
w
i
l
l
c
on
duc
t
t
h
e
O
r
al
E
xa
m
s
i
n
c
i
ty
c
e
n
t
e
r
s
a
nd
t
h
e
me
mbe
r
s
of
t
h
i
s
c
om
mission
ar
e
a
s
ke
d
t
o
u
s
e
t
he
“
C
on
tr
a
c
te
d
T
e
a
c
her
O
r
al
E
x
a
m
Eva
l
u
a
ti
on
F
or
m”
(
Table
2)
.
The
f
or
m
cons
i
s
ts
o
f
4
se
c
t
i
o
ns
eac
h
of
w
hic
h
ha
s
5
cr
iter
i
a
,
a
nd
the
pe
r
c
e
n
tage
v
a
l
ue
o
f
e
a
c
h
se
c
t
i
o
n
i
s
e
qu
a
l
.
The
cr
i
t
e
r
i
a
a
n
d
p
e
r
ce
nta
g
e
ar
eas
i
n
th
e
form
are
as
f
ol
l
o
ws;
a)
T
h
e
a
bi
l
ity
o
f
co
mp
reh
e
ndi
ng
,
su
mma
r
i
z
i
n
g
,
e
xp
ressi
ng
an
d
re
as
on
ing
o
n
a
subj
e
c
t
:
2
5%;
b
)
C
o
m
mu
ni
c
a
t
i
on
a
l
S
ki
ll
s;
s
e
l
f
-
c
onf
id
en
ce
a
n
d
ab
ili
t
y
t
o
co
nvi
n
c
e
ot
her
s
:
2
5
%
;
c
)
Bei
n
g
o
pe
n
f
o
r
scie
nt
i
f
ic
a
nd tec
hno
lo
g
i
ca
l
de
ve
lo
pm
ent
s
:
25
%; d)
Q
u
a
l
i
t
i
e
s
o
n
r
epr
e
sen
t
a
tio
n
ski
l
l
s
b
e
f
o
r
e
th
e
pub
li
c,
a
nd
e
du
c
a
t
i
on
a
l
qua
lit
ies
:
2
5%
.
Ther
e
ar
e
20
c
r
iter
i
a
u
n
d
er
t
he
se
4
t
i
t
l
e
s
i
n
t
he
f
or
m
,
a
nd
com
m
ission
m
e
m
b
er
s
a
r
e
giv
e
n
t
h
e
r
i
gh
t
t
o
a
ssign
0
-5
p
o
i
nt
s
f
o
r
e
a
c
h
c
rit
e
r
i
on
.
Th
e
me
mb
e
r
s
c
o
ns
i
d
er
t
he
a
n
s
w
e
r
s
g
i
v
e
n
b
y
t
h
e
c
a
n
di
da
te
t
o
a
n
y
of
t
he
que
sti
o
n
s
i
n
t
h
e
gu
i
d
e
p
r
epar
ed
by
the
m
i
nistr
y
b
y
l
o
t
w
hen
the
y
a
r
e
a
ssign
i
ng
p
o
i
n
t
s
[12]
.
The
Or
al
E
xa
m
system
w
a
s
a
pp
lie
d
f
o
r
t
h
e
firs
t
tim
e
i
n
a
pp
o
i
n
t
m
en
t
s
t
ea
ch
e
r
s
in
A
ugu
st
201
6;
a
n
d
th
us,
it
wa
s
ac
cepte
d
i
n
a
d
e
fac
t
o
m
a
n
n
er.
However
,
it
is
pos
s
ib
le
t
ha
t
th
is
s
ys
tem
will
b
ring
m
any
cri
tic
isms
to
ge
ther
w
i
t
h
it,
b
ec
ause
i
n
t
h
i
s
s
ys
t
e
m,
w
he
n
teac
her
can
di
da
t
es
h
a
v
e
t
h
e
P
E
S
E
poi
nts,
t
hey
on
l
y
h
a
v
e
t
h
e
r
i
g
h
t
t
o
t
a
k
e
the
O
r
al
E
xa
m,
a
nd
o
n
l
y
w
he
n
t
h
e
po
i
n
t
g
i
v
e
n
b
y
t
he
O
r
a
l
Exa
m
c
om
m
i
ssi
on
c
o
nsti
t
u
te
s
t
h
e
a
p
p
o
in
tm
en
t
p
o
i
n
t
ca
n
the
y
h
a
v
e
or
l
ose
th
e
rig
h
t
to
b
e
a
p
po
int
e
d
.
I
n
a
dd
it
ion
t
o
t
hi
s,
t
h
e
can
di
da
te
s
t
h
at
a
r
e
c
a
lle
d
f
o
r
the
O
r
al
E
xa
m
w
i
l
l
c
ons
t
itu
te
t
he
3
-
f
o
l
d
o
f
t
h
e
numb
er
o
f
th
e
t
e
ach
e
r
s
to
b
e
ap
p
o
in
t
e
d
,
a
n
d
t
h
e
e
v
al
ua
t
i
ons
i
n
c
lu
d
e
s
ub
jec
t
i
v
i
t
y,
w
hi
c
h
b
r
i
n
g
s
t
h
e
p
o
ssi
b
i
lit
y
t
h
at
t
h
e
can
did
a
t
e
s
th
at
h
a
v
e
lo
w
po
int
s
f
ro
m
P
E
S
E
m
ay
p
r
o
cee
d
th
ose
w
h
o
r
ece
i
v
e
hi
g
h
poi
nt
s.
A
no
the
r
possi
bl
e
c
r
it
ic
i
s
m
i
s
t
h
e
f
a
c
t
th
a
t
w
h
e
n
c
a
nd
id
at
es
ob
jec
t
t
o
the
r
e
su
lts
o
f
t
h
e
e
x
a
m
s,
t
he
c
o
m
m
i
ssio
n
t
ha
t
w
i
l
l
r
e
-e
val
u
a
t
e
t
h
e
obje
c
t
i
o
n
will
c
o
ns
ist
of
t
h
e
a
u
th
or
ities
tha
t
i
ni
t
i
a
lly
p
repa
red/
had
i
t
p
rep
a
red
and
ap
pl
i
e
d
t
he
O
r
a
l
Exa
m
s
[13]
.
Al
t
h
oug
h
t
h
e
Or
a
l
E
x
a
m
me
th
od
i
s
r
e
c
e
nt
l
y
u
sed
by
t
h
e
M
o
N
E
i
n
T
ur
key
,
U
ygu
n
[
14]
,
r
e
por
t
e
d
t
h
a
t
som
e
m
ethods
such
a
s
som
e
t
ests,
i
n
t
e
r
v
i
e
w
s
a
n
d
T
e
a
c
h
e
r
s
B
o
a
r
d
De
ci
si
on
s
we
re
u
s
e
d
in
s
el
e
c
t
i
ng
s
t
u
d
e
nt
s
to be
acc
ep
te
d
t
o
tea
ch
er
t
ra
i
n
in
g
sc
ho
ols
in
I
stan
bu
l,
A
nka
r
a
and
I
z
m
i
r
in
e
a
r
ly
1
96
0s.
Whe
n
t
he
p
r
a
c
tic
es
i
n
ot
her
co
un
tr
ies
in
s
e
l
e
c
t
i
ng
t
e
ac
h
e
r
s
a
r
e
c
on
side
r
e
d,
it
i
s
o
bs
e
r
ve
d
tha
t
c
entr
a
l
e
xa
mi
na
ti
o
n
s
ar
e
used
a
s
the
so
le
m
eth
o
d
i
n
Gre
ece
,
Spa
i
n,
M
a
lta
,
Lic
h
te
ns
te
in
a
nd
Ma
l
a
ysia
.
I
n
D
e
nm
ar
k,
H
ungar
y
,
F
i
n
l
a
n
d
,
N
e
ther
la
n
d
s,
I
cela
nd,
N
or
w
a
y
a
nd
S
c
o
t
la
n
d
,
tea
c
h
er
can
di
da
tes
h
av
e
to
p
ass
a
tes
t
c
on
d
u
cte
d
b
y
loca
l
a
u
th
or
ities
in
o
rde
r
t
o
bec
o
m
e
t
e
a
c
h
ers.
I
n
B
u
lga
r
ia,
Sl
ova
k
i
a,
C
r
o
at
i
a
,
Est
o
n
i
a,
S
lo
ven
i
a,
Bel
g
i
u
m
,
Ire
l
a
nd,
La
tvia
,
L
i
t
h
ua
nia
,
C
he
ck
Repu
b
lic,
P
o
l
a
n
d
,
S
w
e
d
en,
Eng
l
a
nd,
W
al
e
s
,
and
N
o
r
t
he
r
n
I
r
e
lan
d
,
t
h
e
so
le
r
e
spo
n
sib
l
e
a
u
t
hor
it
y
in
a
p
p
o
i
n
t
i
ng
te
ac
he
r
s
a
r
e
t
he
s
c
h
oo
ls
[
1
5]
,
[
1
6
]
.
I
n
Engla
nd,
G
er
m
a
ny,
F
r
a
nce,
F
inl
a
n
d
,
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
O
r
al
Exam
Sy
s
t
e
m
at T
e
ac
her
App
o
i
n
t
m
en
ts
in T
u
rk
ey
(
İ
smai
l C
o
lak)
22
9
S
out
h
K
o
r
ea,
S
in
ga
pore
a
n
d J
a
pan,
on
the
o
t
her ha
nd,
bo
t
h c
e
ntr
a
l
a
nd
O
r
al
E
xa
ms are
a
pp
lied,
w
h
i
c
h
w
il
l
be
me
ntio
ne
d
in d
eta
il.
Ta
ble
2.
Contr
a
cted
T
eac
her
O
r
a
l
E
xam
Eva
l
ua
tio
n F
o
rm
I.
The
S
k
i
l
l
o
f
C
om
prehe
n
d
i
ng,
S
umm
a
rizing,
E
x
p
ressi
ng a
n
d
Re
aso
n
i
ng
No
P
rofic
i
e
n
cy
Point
Va
lue
P
o
in
t
G
i
ve
n
T
o
ta
l
S
e
c
tion
1
T
h
e
ca
ndida
t
e
c
a
n
e
xp
la
in
t
h
e
t
opic
in
a
n
unde
rst
a
nda
bl
e
a
nd
sa
tisfy
in
g
m
a
nne
r,
a
nd
s/h
e
h
a
s
c
onsist
e
n
c
y
a
nd
int
e
gr
it
y am
ong
the
s
e
c
tions
o
f
th
e t
o
p
i
c.
0-
5
2
T
h
e
ca
ndid
a
te
c
a
n
m
ak
e
c
o
m
p
a
r
ison
a
n
d
e
v
a
l
ua
t
i
on
on
the
give
n
s
itu
a
tion,
a
nd
c
a
n
pro
duc
e
c
onvinc
in
g
disc
ourse
s.
0-
5
3
T
h
e
c
a
ndid
a
t
e
c
a
n
p
re
se
nt
s
uppo
rti
v
e
e
v
id
e
n
c
e
for
his/
he
r
vie
w
points
on
the
gi
v
e
n
topi
c
.
0-
5
4
T
h
e
ca
n
d
i
d
a
t
e
ca
n
e
xpre
s
s
his/he
r
i
d
ea
s
in
a
s
e
l
f-c
onfident
m
a
nne
r
w
h
e
n
e
xpla
i
ning
t
h
e
t
o
p
i
c.
0-
5
5
T
h
e
c
a
ndida
t
e
m
a
k
e
s
u
p
n
e
a
t
a
nd
c
l
e
a
r
s
e
n
t
e
n
c
e
s
,
a
nd
use
s
g
r
a
m
m
a
r
rule
s
e
v
e
n
i
n
e
xpl
a
n
a
tions
t
ha
t
h
a
v
e
l
ong
e
r
s
e
n
te
n
c
e
s
, a
nd c
a
r
e
s
f
or
t
h
e
s
t
r
e
ss a
nd
intona
t
i
on.
0-
5
II
.
Com
m
uni
c
a
t
ion
S
k
il
ls,
S
e
lf-C
on
fide
nc
e a
n
d P
e
rsuasive
S
ki
l
l
s
No
P
rofic
i
e
n
cy
Point
Va
lue
P
o
in
t
G
i
ve
n
T
o
ta
l
S
e
c
tion
1
T
h
e
c
a
ndid
a
t
e
u
s
e
s
the
T
u
rkish
La
n
gua
ge
i
n
ac
c
o
rda
n
c
e
w
ith
t
h
e
rule
s,
a
nd
in
a
n
ac
c
u
r
a
t
e
a
n
d
ef
f
i
ci
e
n
t
man
n
er
.
0-
5
2
T
h
e
voic
e
o
f
the
ca
ndida
te
i
s
n
e
t
,
c
l
e
a
r
,
a
nd
h
a
s
full
s
e
l
f
-c
onfide
n
ce
.
S
/
he
a
d
j
usts
he
r
/
hi
s
voice
i
n a
t
one
t
h
a
t
ca
n be
h
eard
by
e
v
e
r
y
o
n
e
i
n
the
m
e
diu
m
.
0-
5
3
Th
e
c
a
n
d
i
d
a
t
e
h
as
f
u
l
l
co
n
t
r
o
l
of
h
is
/
h
er
g
est
u
r
e
s
,
m
i
m
es
a
n
d
t
he
t
one
o
f
he
r/his
voic
e
.
0-
5
4
T
h
e
sp
e
e
c
h
o
f
the
c
a
ndida
t
e
i
s
fa
r
f
r
om
b
e
i
ng
m
onotonous,
a
n
d
s
/
h
e
car
es
f
o
r
t
h
e
stre
ss a
nd
pa
use
s
.
0-
5
5
E
v
e
n
i
f
the
ca
ndid
a
t
e
d
o
e
s
not
h
a
v
e
a
d
e
q
u
a
t
e
knowl
e
d
g
e
on
a
t
opic
,
s
/h
e
ca
n
spe
a
k
in
a
m
a
n
n
e
r
t
h
a
t
ma
y
i
nflue
n
c
e
a
nd convinc
e
oth
e
rs.
0-
5
II
I
.
B
e
i
n
g
Open
f
o
r
Scient
i
fic
an
d
Te
chn
o
l
o
gi
c
a
l
De
v
elo
p
me
n
t
s
N
o
P
rofic
i
e
n
cy
Po
in
t
Va
lu
e
P
o
int
Giv
e
n
To
t
a
l
Se
ction
1
T
h
e
ca
ndid
a
t
e
m
a
k
e
s
i
t
fel
t
t
ha
t
s/he
f
ollow
s
t
ec
hno
l
ogica
l
a
nd
sc
i
e
ntifi
c
de
v
e
lop
m
e
n
ts
on
the
topic
,
a
nd
s
/he
ca
n
e
xpla
i
n
the
tec
hnolo
g
ic
al
d
ev
e
l
o
p
m
e
n
t
s
i
n
a
prope
r
a
nd
de
t
a
ile
d m
a
nn
e
r
0-5
2
T
h
e
ca
ndi
d
a
t
e
e
xpr
e
s
s
e
s
the
positi
ve
a
nd
ne
g
a
ti
v
e
s
id
es
o
f
sc
i
e
n
c
e
a
nd
tec
hnology
on
e
duc
ation
by
ma
k
ing a
ssoc
i
a
tions
w
ith
t
he
t
opic.
0-5
3
T
h
e
ca
ndi
d
a
t
e
e
xpr
e
s
s
e
s
the
positi
v
e
a
nd
ne
g
a
ti
v
e
s
id
es
o
f
sc
i
e
n
c
e
a
nd
tec
hno
l
ogy
on
e
duc
ation
by
ma
k
ing a
ssoc
i
a
tions
w
ith
t
he
t
opic.
0-5
4
T
h
e
ca
ndi
da
t
e
m
ake
s
e
v
a
lu
a
t
i
ons
on
w
h
a
t
t
h
e
s
c
i
e
n
ce
a
nd
t
e
c
h
n
ology
i
n
the
w
o
r
l
d
m
a
y
bring
to
e
d
u
c
a
t
ion
a
l
fi
e
l
d,
a
nd c
a
n
g
iv
e
e
x
a
m
pl
es.
0-5
5
T
h
e
c
a
ndida
t
e
h
a
s
a
de
qu
a
t
e
know
l
e
dge
on
the
projec
t
a
n
d
works
on
e
duca
t
ion
a
l
tec
hnologie
s
a
ppli
e
d
b
y
M
inistry
of
E
duc
a
tion
(FA
T
IH
,
E
B
A
,
e
t
c.
p
ro
je
c
t
s).
0-5
IV
.
R
e
presen
tat
i
ve
S
kills
B
e
f
ore
Publ
ic
a
n
d
Ed
u
c
a
tio
na
l
Q
u
al
itie
s
N
o
P
rofic
i
e
n
cy
P
o
int
Va
lu
e
P
o
int
Giv
e
n
To
t
a
l
Se
cti
on
1
T
h
e
c
a
ndid
a
t
e
s
ho
ws
b
e
h
a
v
iors
t
ha
t
a
r
e
pr
ope
r
f
o
r
th
e
institu
t
i
on/profe
ssion
s/he
r
e
pre
s
e
n
t
s
.
S
/h
e
is c
onsi
s
t
e
nt a
nd c
onc
or
da
nt
i
n
h
e
r/his
be
h
a
vi
o
r
s.
0-5
2
T
h
e
c
a
ndida
t
e
c
an
e
xpre
ss
h
e
r
/
hi
s
thoughts
i
n
a
c
o
m
fo
rta
b
le
m
a
n
n
e
r
wi
t
hout
t
he
f
e
e
l
ing
of
b
e
i
ng
judge
d
of
b
e
i
ng
re
j
e
c
t
e
d
, a
nd
w
ithout
ove
r
e
x
c
i
te
m
e
n
t
.
0-5
3
T
h
e
ca
nd
i
d
a
t
e
c
a
n
spea
k
w
ithout
b
e
i
ng
oppre
ssive
a
nd
i
n
sist
e
n
t
in
a
n
a
s
s
e
rtive
m
a
nne
r
a
nd
in a
s
i
n
ce
r
e
m
a
n
n
e
r
.
0-5
4
T
h
e
c
a
ndida
t
e
c
a
n
e
xpl
a
i
n
th
e
topi
c
wi
th
i
de
a
s
o
f
he
r/his
own
,
a
nd
m
a
ke
c
o
m
m
e
nts
on
it.
0-5
5
T
h
e c
a
ndida
te
u
se
s
ti
m
e
i
n a
produc
tive
a
nd e
f
f
i
c
i
e
n
t
ma
nn
e
r
.
0
-
5
TO
T
A
L
PO
I
N
T
S
Exp
l
an
at
ion
A
P
r
ofic
ienc
y
F
i
le
i
s
prepar
ed
f
or
e
a
c
h
t
e
ac
h
e
r
ca
ndi
date
by
th
e
i
n
stit
utio
n
i
n
w
hi
c
h
t
he
c
an
di
d
a
t
e
i
s
a
st
ud
en
t
i
n
F
r
a
nce
.
I
n
the
en
d
of
t
he
y
ea
r,
t
hi
s
fi
le
i
s
e
x
a
m
i
n
e
d
a
n
d
t
h
e
t
e
a
c
h
e
r
c
a
nd
i
d
at
es
t
h
a
t
f
a
i
l
a
re
t
ak
e
n
to
i
n
t
ervi
e
w
s
b
y
t
he
E
va
l
u
at
i
o
n
Com
m
i
ss
io
n.
T
he
c
a
n
dida
te
s
tha
t
a
re
a
cce
pt
e
d
t
o
be
s
uc
c
e
ssfu
l
a
s
a
re
s
u
lt
of
the
e
v
a
l
u
a
ti
on
s
sta
r
t
the
i
r
jo
bs
a
s
teac
hers
[
1
7
]
.
I
n
Japa
n,
t
e
ac
her
c
a
n
di
da
tes
have
t
o
be
s
ucc
e
s
s
fu
l
in
t
he
exa
m
ina
t
i
on c
o
nd
uc
t
e
d b
y
pr
o
vinc
i
a
l e
d
uc
a
tion
b
o
ard in
o
rder
to
b
e
ap
poin
t
ed
. Thi
s
ex
a
m
i
n
c
lud
e
s
indi
v
i
d
u
a
l
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
6,
N
o.
3,
S
eptem
b
er
20
17 :
2
2
7
– 232
23
0
a
n
d
g
r
o
u
p
i
n
t
e
rv
i
e
w
t
e
c
hni
qu
es
i
n
i
t
.
S
u
c
ce
ssf
ul
t
e
ach
er
c
a
n
did
ate
s
a
re
a
cc
ept
e
d
as
t
e
ache
r
s
pr
ov
ide
d
t
ha
t
the
y
ha
v
e th
e
first tw
o
year
s
as the trial period [
1
8].
In
S
i
n
g
a
po
re,
te
ac
h
e
r
c
a
nd
i
d
a
t
es
a
re
d
et
ermi
n
e
d
no
t
aft
e
r
t
h
ey
g
r
a
d
u
a
t
e
f
ro
m
t
e
ac
hi
ng
d
e
p
art
m
en
t
s
bu
t
be
fore
t
he
y
e
n
t
e
r
t
h
e
fa
c
u
lty.
“
W
he
n
the
st
ude
n
t
s
are
se
l
e
c
t
e
d
th
e
sel
ect
ion
ex
ams
a
n
d
th
e
in
t
e
rv
i
e
w
s
a
re
app
l
ied
or
s
om
etim
es
t
he
ir
s
k
ills
a
re
m
e
a
sured”
[
19].
Te
ache
r
c
and
i
da
tes
in
E
n
g
la
n
d
a
r
e
d
eterm
i
ned
no
t
a
f
ter
the
y
g
ra
dua
te
f
r
o
m
t
e
a
c
h
i
n
g
d
epar
t
m
ent
s
b
ut
b
e
f
or
e
t
h
ey
e
n
t
e
r
t
he
f
ac
ul
t
y
,
w
h
ic
h
is
a
l
s
o
t
h
e
c
a
se
i
n
S
i
nga
p
o
re
.
“
T
he
H
i
g
her
E
d
u
c
a
tio
n
In
st
i
t
u
t
i
ons
i
n
E
n
g
l
a
n
d
de
ter
m
ine
t
h
e
a
ppl
ica
t
i
o
ns
a
c
c
ord
i
n
g
t
o
the
i
r
ow
n
c
o
ndi
ti
o
n
s;
a
nd
a
pp
li
c
a
ti
on
i
s
c
o
mp
ul
so
ry
f
o
r
a
l
l
t
e
a
c
h
e
r
tra
i
n
in
g
pro
g
ra
m
s
”
[20]
“
In
F
i
n
la
nd,
t
he
can
di
da
tes
w
ho
ar
e
succ
e
s
sfu
l
i
n
U
n
ive
r
sit
y
E
ntra
nce
Exam
s
ha
ve
t
o
pa
ss
w
r
it
te
n
entr
y
e
x
am
,
ski
lls
t
es
t,
i
n
d
i
vi
d
u
al
in
t
e
rv
iew
an
d
grou
p
d
i
sc
us
sion
s
t
ages
”
[21].
I
n
F
inl
a
n
d
,
some
t
e
a
c
h
ers
ar
e
deter
m
ined
n
o
t
w
h
e
n
t
h
ey
grad
ua
t
e
f
rom
the
teac
hin
g
d
epa
r
tme
n
ts
b
ut
b
efor
e
t
h
e
y
e
nter
t
h
e
fac
u
lt
y.
F
or
e
xam
p
le,
i
n
t
he
C
l
a
ssr
o
o
m
Tea
c
her
s
p
ro
gr
am
,
there
is
a
w
ritte
n
an
d
a
ski
ll
tes
t
i
n
t
h
e
en
tra
n
c
e
e
xa
m.
T
he
re
m
ay
b
e
in
terv
iew
an
d
gro
u
p
app
l
ica
t
i
o
ns in
the
ski
l
l
s
tes
t
[15]
.
“
I
n
G
e
rm
any,
t
her
e
i
s
a
2-st
age
exa
m
i
n
a
t
i
on.
T
ea
c
h
er
c
a
n
d
i
da
te
s
w
ho
ar
e
suc
c
e
s
sfu
l
i
n
t
h
e
“
F
i
r
st
S
t
ate
E
x
a
m
”
,
w
hi
c
h
c
onsis
ts
o
f
Wr
it
ten
an
d
O
r
al
E
xam
,
p
erform
a
2
-year
teachi
ng
p
ract
i
c
e
;
a
nd
a
f
ter
t
h
is
proce
s
s,
t
he
y
t
a
ke
t
he
“
S
e
cond
S
t
a
te
E
xa
m”
.
I
f
t
ea
c
h
e
r
c
a
n
dida
t
es
a
r
e
s
uc
cess
f
ul
i
n
th
is
e
xam
,
t
hey
ar
e
app
o
i
n
t
e
d
”
[2
2
]
.
In
S
out
h
Ko
rea
,
t
here
i
s
a
2-
sta
g
e
e
x
am
i
n
at
ion
i
n
t
e
ache
r
s
e
l
ec
ti
on
p
ro
c
e
ss
es.
In
t
h
e
f
i
r
s
t
st
a
g
e,
t
he
c
ur
ricul
u
m
k
now
le
dge
a
n
d
d
om
in
a
n
ce
i
n
e
duca
t
i
ona
l
sc
ie
nce
s
o
f
tea
c
h
er
c
an
di
date
s
are
te
ste
d
;
a
n
d
in
t
he
s
eco
n
d
s
tage,
t
h
e
s
k
ills
s
uc
h
a
s
w
r
iti
n
g
a
n
a
r
t
i
c
l
e
,
i
n
t
erv
i
ew
a
n
d
ap
pl
ica
t
io
n
are
m
e
asure
d
[
18].
Whe
n
the
l
itera
t
u
r
e
i
s
review
e
d
,
it
i
s
o
bse
r
ve
d
tha
t
O
ra
l
Exa
m
i
n
at
i
o
n
s
a
r
e
a
pplie
d
al
l
o
v
e
r
t
he
w
orl
d
-
alt
h
o
u
g
h
i
t
di
ffe
rs
f
rom
c
o
un
try
t
o
c
o
u
n
tr
y
in
t
he
d
e
t
e
r
mina
ti
on
a
nd
a
pp
lic
ati
o
n
st
ep.
As
m
en
t
i
on
ed
a
b
o
v
e
,
Ora
l
E
x
a
ms
are
use
d
p
refe
ra
ble
i
n
s
om
e
co
u
n
trie
s;
a
nd
i
n
s
ome
o
t
h
e
r
cou
n
t
r
ies,
i
t
is
u
se
d
in
a
c
om
p
u
lsor
y
ma
nner
to
ge
ther
w
i
t
h
w
r
i
tte
n
exa
m
s.
S
i
n
c
e
O
ra
l
Exa
m
s
yst
e
m
is
a
pp
lie
d
in
r
ec
en
t
ye
ars
i
n
T
ur
k
e
y,
it
ha
s
le
d
t
o
s
om
e
argum
en
ts.
Th
e
syn
d
i
ca
tes
t
h
at
a
re
act
ive
i
n
t
he
e
d
u
cat
i
o
n
a
l
fi
e
l
d
e
x
pressed
the
i
r
v
i
e
w
po
i
n
t
s
a
n
d
o
b
j
e
c
tio
ns
on t
h
is
s
u
b
j
e
c
t
a
nd pr
op
ose
d
t
he
i
r
re
c
om
me
ndat
i
ons.
1.1.
T
h
e
Viewp
o
i
n
ts of th
e
E
duca
t
ion
a
l Syn
d
ic
a
t
es on
Oral E
xa
m
Syste
m
Whe
n
t
he
v
ie
w
p
o
i
nt
s
of
t
he
e
duca
t
io
na
l
sy
n
d
ica
t
e
s
i
n
Tur
k
ey
w
er
e
e
x
a
m
i
n
ed
t
he
f
o
llow
i
ng
f
i
n
d
i
ng
s
w
e
r
e
obt
a
i
ne
d
:
E
ği
tim
-İş
(
Educa
t
i
ona
l
S
c
i
e
nce
Em
p
l
o
y
e
e
s
S
ynd
ica
te)
e
xpresse
d
t
h
a
t
O
r
a
l
Exa
m
s
w
e
re
not
ob
jec
t
i
v
e
due
t
o
the
i
r
na
t
u
re.
The
syn
d
i
c
a
t
e
cla
i
m
e
d
t
h
at
t
he
t
eac
her
c
a
nd
i
d
ate
s
w
er
e
eva
l
ua
t
e
d
sole
l
y
ac
cord
in
g
to
t
h
e
ir
o
w
n
i
n
d
i
v
i
dua
l
va
lu
e
s
a
n
d
j
u
dgm
ent
s
b
y
the
m
e
m
be
rs
o
f
t
h
e
O
r
al
E
xam
com
m
issi
on,
a
nd
the
s
e
exam
s c
ould
n
o
t
be u
se
d
as
a
n e
v
alua
ti
on t
o
ol
i
n p
u
b
l
i
c
a
dm
inistra
t
i
o
n
[2
3].
Eğ
it
im-Bir
S
e
n
(
Ed
uc
a
t
iona
lis
ts
U
n
i
on
S
yn
dica
te)
e
xpre
sse
d
its
view
po
i
n
t
as
t
he
w
i
n
ni
ng
o
r
l
o
sin
g
rea
s
ons of the
t
e
a
c
her
c
a
n
d
i
da
tes in O
ral Exa
m
s
bei
ng no
t e
x
p
l
a
i
n
ed
i
n
a
n
o
b
j
ect
i
v
e
ma
nn
er,
a
n
d
cl
ai
me
d
t
h
at
teac
her
c
a
n
di
d
a
tes
w
e
re
e
l
i
m
i
na
te
d
w
i
t
h
a
f
ew
m
inu
t
e
s
’
in
t
e
rv
ie
w
b
y
d
iffe
rent
c
omm
i
ssio
n
s,
a
nd
ad
de
d
tha
t
th
i
s
s
i
t
ua
t
i
o
n
w
o
u
l
d
dam
a
ge
t
he
s
e
n
se
o
f
jus
tice.
T
h
e
s
y
n
d
i
c
a
t
e
a
lso
c
l
aim
e
d
tha
t
t
he
3
-fol
d
r
u
l
e
a
ppl
ie
d
in
app
o
i
n
tin
g
pe
rson
ne
l
t
o
t
he
p
ub
l
i
c
i
n
s
t
i
t
u
tio
ns
w
as
n
ot
p
os
sibl
e
t
o
b
e
a
p
p
l
ie
d
i
n
s
u
c
h
an
i
ns
t
itu
t
i
o
n
l
i
k
e
th
e
M
i
n
i
s
t
ry
o
f
Ed
uc
at
ion,
w
h
i
c
h
a
pp
o
i
n
t
s
3
0
t
h
ous
an
d
pers
on
nel i
n
o
n
e
em
p
l
o
y
me
nt
p
roce
ss,
a
nd
r
ecom
m
e
nd
e
d
t
h
at
a
f
ai
r sy
st
e
m
sh
o
u
l
d
b
e
re
p
l
a
ced
in
s
t
e
a
d
o
f
th
e
Oral
Ex
a
m
a
ppl
ic
a
t
ion
[24].
Eğ
it
im-S
en
(
Educa
t
io
n
a
nd
S
c
ience
Empl
o
y
e
e
s
S
ynd
i
c
a
t
e)
poi
nte
d
out
t
o
t
h
e
o
b
j
ecti
o
n
me
t
h
od
a
nd
the
e
v
a
l
ua
tio
n
of
t
he
obje
c
t
io
ns
t
o
the
re
s
u
l
t
s
of
O
r
a
l
E
x
a
m
s.
The
syn
d
i
c
a
t
e
em
pha
siz
e
d
t
ha
t
t
h
e
Oral
E
xa
m
Com
m
i
ssi
on
b
ein
g
bot
h
the
a
u
t
h
ori
t
y
t
h
a
t
w
ou
l
d
a
pp
ly
t
he
O
r
a
l E
xa
ms a
n
d
tha
t w
o
u
l
d e
v
al
ua
te
th
e
o
bj
e
c
tio
ns
was
a
con
t
rad
i
ct
i
on.
I
n
a
d
d
iti
o
n
,
t
h
e
s
y
nd
ic
ate
al
so
s
ta
te
d
tha
t
t
h
e
co
m
m
issi
o
n
t
h
a
t
w
o
u
l
d
pre
p
are
/
ha
ve
prepa
r
ed
a
nd
app
l
y
the
O
r
al
E
xam
ques
tio
ns
w
o
u
l
d
a
l
so
e
va
lua
t
e
t
h
e
ob
jec
t
i
o
ns
a
n
d
ma
ke
f
i
n
al
d
e
c
is
ion
s
w
o
u
l
d
c
a
u
se
m
ore
“
p
r
e
fe
re
nt
ia
l
t
r
eatm
e
n
t
s”
i
n
t
h
e
e
duc
ati
o
nal
f
i
e
l
d
,
w
h
ic
h
inc
r
ea
se
d
the
c
o
n
cer
ns
on
t
h
is
iss
u
e
[2
5].
Tür
k
E
ğ
itim
-Se
n
d
e
f
i
n
e
d
t
h
e
O
r
a
l
Exam
s
ys
tem
as
“
t
h
e
exa
m
t
y
p
e
that
i
s
the
farthes
t
f
r
o
m
o
b
j
e
ct
ivi
t
y
a
nd
t
h
at
i
s
a
l
mo
st
i
mp
o
ssibl
e
t
o
a
u
d
it
b
ri
ngi
ng
m
a
n
y
un
fair
p
ra
ctic
es”
.
T
he
s
yn
d
i
ca
te
c
la
ime
d
t
h
a
t
t
h
e
co
nc
ern
s
o
n
“p
ref
e
re
n
t
i
a
l
t
r
ea
t
m
ent
s
”
in
crea
se
d
i
n
t
h
e
s
o
c
i
e
t
y,
a
nd
re
com
m
e
nded
a
m
e
tho
d
w
h
i
c
h
m
ay
b
e
summ
ar
i
z
ed
a
s
“
M
oN
E
ma
y
p
r
o
v
ide
a
pass
w
o
rd
t
o
the
ca
ndi
da
t
e
s
t
h
a
t
a
re
know
n
on
l
y
b
y
t
h
em
a
n
d
k
eep
t
he
nam
e
s
of
t
he
m
e
m
ber
s
o
f
th
e
com
m
i
ssi
on
se
cre
t
,
and
t
h
e
c
a
nd
i
d
at
e
ca
n
e
n
ter
t
h
e
e
x
am
n
o
t
w
i
t
h
h
i
s
/
he
r
nam
e
bu
t
w
i
th
t
he
p
a
ssw
ord”
i
n
ord
e
r
to
e
limi
n
a
t
e
the
s
e
c
onc
er
ns.
Tü
rk
E
ği
ti
m-Se
n
st
a
t
ed
“
t
h
i
s
a
p
p
li
cat
ion
i
s
n
ot
a
conc
re
te
e
val
u
ati
o
n,
a
nd i
t
is a
l
mos
t
im
possi
ble t
o
b
ase
it o
n
concr
e
te
c
rit
e
ria
”
[26].
A
n
a
d
olu
E
ğ
i
t
i
m
-
S
e
n
state
d
t
hat
t
h
e
a
n
sw
er
s
of
t
he
t
ea
c
h
e
r
candi
da
te
s
d
u
ri
ng
the
O
r
al
E
xam
sh
o
u
l
d
be
r
ecor
d
ed
i
n
m
i
nute
s
b
y
ea
ch
o
f
t
h
e
m
e
mbers
of
t
he
c
om
m
i
ssio
n
,
t
h
e
grade
g
i
ven
by
t
he
m
e
m
be
rs
t
o
th
e
t
e
a
c
h
e
r
c
a
nd
ida
t
es
s
houl
d
b
e
j
u
s
ti
fi
ed
,
a
n
d
th
e
a
n
swe
r
s
gi
v
e
n
b
y the
te
a
c
h
e
r
c
a
ndi
da
tes sho
u
l
d be
r
ecorde
d
b
y
mak
i
ng
u
se
o
f
t
e
c
hno
log
i
ca
l
o
ppo
rtu
n
it
i
e
s
(v
oi
c
e
r
e
c
o
rd
ing
,
v
id
e
o
r
ec
ord
i
ng,
e
tc.)
.
The
sy
n
d
i
ca
te
e
m
pha
s
i
z
e
d
t
h
at
e
ac
h
g
r
a
d
e
t
h
at
w
a
s
n
ot
g
iv
en
t
o
t
h
e
t
e
a
c
h
e
r
ca
n
d
id
a
t
e
s
s
h
o
u
l
d
be
j
usti
fie
d
l
e
g
a
l
l
y
;
an
d
a
r
bi
trary
gr
ade
s
sho
u
l
d
b
e a
v
o
i
de
d [2
7]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
O
r
al
Exam
Sy
s
t
e
m
at T
e
ac
her
App
o
i
n
t
m
en
ts
in T
u
rk
ey
(
İ
smai
l C
o
lak)
23
1
2.
CONCL
U
S
ION A
ND DI
SCUS
S
I
ON
Al
l
t
he
d
i
s
c
u
ssi
on
c
o
n
si
d
e
re
d
i
n
t
ea
c
h
e
r
a
pp
oi
n
t
me
nt
s
sy
st
e
m
i
n
Tu
rk
ey
m
u
s
t
b
e
r
e
-
exa
m
i
n
ed
a
nd
modi
fie
d
,
o
t
he
rwise
the
s
y
st
em
w
il
l
ca
use
i
n
j
u
st
i
c
es.
A
new
tea
c
h
e
r
a
pp
o
i
ntm
e
n
t
s
a
nd
ass
i
g
n
m
e
nt
s
yst
e
m
must
b
e
desi
g
n
ed
b
y
tak
i
ng
t
he
o
p
i
n
i
ons
o
f
a
ll
c
r
i
tic
s.
O
ra
l
E
x
am
s
ys
t
e
m
i
s
n
o
t
s
ole
de
term
i
n
an
t
i
n
t
e
a
c
h
er
a
p
poi
nt
me
nt
s.
The
re
l
e
va
nt
l
i
t
e
r
at
ure
w
a
s
review
e
d
a
nd
it
w
a
s
ob
serve
d
t
hat
t
h
e
O
r
a
l
E
x
a
m
s
y
s
t
e
m
i
s
a
p
p
l
i
e
d
a
l
l
over
the
w
o
rl
d.
S
om
e
cr
i
tic
is
ms
h
ave
be
en
m
enti
o
n
ed
a
b
o
u
t
t
h
is
s
y
stem
,
w
h
ic
h
is
a
p
p
lie
d
r
ece
n
tly
i
n
T
u
rke
y
,
b
y
th
e
sy
ndi
cat
e
s
.
Th
e
f
o
cal
p
oi
n
t
o
f
th
e
cri
t
i
c
i
s
ms
i
s
t
h
at
t
h
e
system
i
s
used
a
s
the
sole
d
e
t
erm
i
nant
i
n
teac
her
a
p
poi
n
t
m
e
nt
s.
A
s
m
e
nt
ione
d
a
b
ov
e,
a
fter
t
e
a
c
h
e
r
c
a
n
d
i
da
t
e
s
p
a
s
s
t
h
e
P
E
S
E
(
G
e
n
e
r
a
l
K
n
o
w
l
e
d
g
e
,
G
e
ne
ral
S
k
il
ls,
Educ
at
i
ona
l
S
c
ience
s
,
and
T
P
F
K
),
t
he
y
re
c
e
ive
O
ral
Exa
m
,
and
t
h
e
y
a
r
e
a
ppo
in
te
d
w
i
th
t
he
po
int
s
t
he
y
rec
e
ive
fr
om
t
his
sta
g
e
or
t
he
y
are
conside
r
ed
a
s
u
ns
ucc
e
ss
fu
l.
I
n
other
w
o
rd
s,
w
hile
O
ra
l
Exa
m
s
are
u
s
e
d
a
s
t
h
e
com
p
lem
e
n
t
ar
y
elem
en
ts
o
f
w
r
it
te
n
a
nd
s
i
milar
o
t
h
er
e
xa
ms
i
n
t
h
e
w
o
rl
d,
t
he
y
are
use
d
a
s
t
h
e
so
l
e
d
ete
r
m
i
na
nts
of
a
p
p
o
i
n
ting
t
e
ac
hers
i
n
Tur
k
e
y
,
w
h
ich
is
b
e
y
ond
be
i
ng
c
o
m
p
lem
e
n
t
ary.
A
s
a
m
a
tter
o
f
fa
ct,
in
c
o
u
n
t
ries
w
here
O
r
a
l
Exa
m
s
ar
e
a
p
p
lie
d,
it
i
s
o
bse
r
ve
d
t
hat
t
h
i
s
s
ys
t
e
m
is
u
se
d
some
tim
es
f
or
prefere
n
t
i
a
l
p
u
r
poses,
and t
h
e
infl
uence
o
f
O
ral
Exam
s on a
p
p
o
i
n
t
m
e
n
t
p
oi
nt
i
s
kep
t
l
ow
.
A
n
o
t
her
r
e
a
s
o
n
f
or
t
he
c
ritic
ism
s
o
f
t
h
e
e
d
ucat
i
ona
l
syn
d
i
ca
t
e
s
t
hat
ar
e
ac
t
i
ve
i
n
Tur
k
ey
on
Oral
Ex
a
m
a
ppl
i
c
ati
o
n
i
s
t
h
e
s
uspi
c
i
on
o
f
it
s
ac
ti
v
a
t
i
n
g
t
he
“
p
r
e
f
er
ent
i
a
l
t
rea
t
me
nt”
me
chani
s
m,
b
ec
ause
eva
l
ua
tio
ns
h
a
v
e
su
b
j
e
c
t
i
v
it
y
in
t
hem
;
a
nd
t
he
e
va
lua
t
i
o
ns
o
f
t
he
m
e
m
be
rs
o
f
the
com
m
i
ssi
on
a
b
o
u
t
t
h
e
answ
e
r
s
of
t
he
c
a
n
d
i
da
t
e
s
are
not
b
a
s
e
d
o
n
adeq
ua
te
a
n
d
c
onc
re
t
e
da
t
a
.
The
ma
i
n
r
eas
o
n
t
ha
t
co
ns
t
i
t
u
t
e
s
th
e
b
a
si
s
of
t
h
e
s
uspi
ci
on
s
of
t
h
e
s
y
ndi
c
a
t
e
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i
s
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ot
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ec
o
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din
g
t
h
e
O
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al
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xam
s
by
m
a
k
i
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g
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se
o
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tec
h
n
o
l
o
gica
l
o
ppo
rtu
n
i
t
i
e
s
(v
id
eo
r
e
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o
r
ding
,
vo
i
c
e
rec
o
rd
ing
,
e
t
c
.).
In
a
dd
i
tio
n,
t
he
a
uth
o
ri
t
i
es
t
h
a
t
w
i
l
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lua
t
e
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ob
jec
t
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o
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he
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n
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tes
tha
t
o
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ec
t
t
o
t
he
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e
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ul
ts
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f
the
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r
a
l
Exa
m
c
onsis
t
o
f
t
he
m
em
bers
o
f
t
h
e
com
m
issi
on t
h
at a
ppl
y
t
h
e
ex
a
m
, w
hic
h
is ano
t
her
con
t
ra
d
i
c
tio
n
o
f
thi
s syst
em t
h
a
t
i
s
ope
n
t
o
d
eb
at
es
.
S
o
me
c
riti
c
i
sm
s
ha
ve
b
e
e
n
d
i
rec
t
e
d
b
y
e
duc
a
t
i
o
n
u
n
i
ons
t
o
th
is
s
y
ste
m
t
ha
t
has
b
e
en
p
ut
i
nt
o
prac
t
i
c
e
i
n
T
u
rke
y
[
23]
-[2
7
].
T
he
f
oc
us
o
f
t
h
e
c
r
i
t
i
c
ism
s
i
s
th
a
t
t
he
s
ys
tem
i
s
u
sed
as
a
lmos
t
th
e
so
le
deter
m
i
n
an
t
fa
ctor
i
n
t
e
ac
h
e
r
a
p
p
o
in
tm
en
ts.
I
n
o
t
h
e
r
w
ords,
w
h
i
le
o
ra
l
e
x
am
s
are
used
a
s
sup
p
lem
e
nt
ary
t
o
w
r
itte
n
e
x
am
s
in
t
he
w
or
ld,
i
n
T
urke
y
be
y
o
nd
be
in
g
su
pp
le
me
nt
a
r
y,
t
he
y
com
e
t
o
t
h
e
fore
a
s
deter
m
i
n
an
t
fa
ct
or
o
f
ap
p
o
i
n
t
m
e
n
t.
I
n
fac
t
,
w
h
e
n
t
he
c
ou
ntr
i
es
w
h
e
re
t
he
o
r
a
l
e
xam
i
na
t
i
ons
a
re
i
m
p
l
e
me
nt
e
d
a
r
e
in
ves
tiga
t
e
d
,
i
t
i
s
u
nders
to
o
d
t
ha
t
t
h
e
s
y
s
t
e
m
i
s
mos
t
l
y
u
se
d
p
re
f
e
ra
bly
a
nd
it
s
e
f
f
ect
o
n
a
p
p
o
i
n
t
m
ent
p
o
in
t
i
s
low
.
A
n
o
t
her
rea
s
on
o
f
t
he
c
r
i
t
i
c
i
sm
s
of
t
he
e
d
u
c
atio
n
un
i
ons
a
cti
n
g
i
n
Tu
rkey
i
s
th
ei
r
su
spi
c
io
n
t
h
at
t
he
sy
st
em
c
an
i
mp
e
l
t
h
e
m
e
c
h
a
ni
s
m
o
f
“c
l
o
u
t
”
[
2
6
]
.
Th
e
ass
e
ssmen
t
s
i
nc
lu
de
r
elati
v
i
t
y
an
d
eval
ua
t
i
o
n
s
t
h
a
t
w
ill
be
m
ade
b
y
t
h
e
c
om
missi
on
m
e
m
b
er
s
do
n
o
t
de
pen
d
o
n
suf
f
icie
n
t
c
o
n
c
r
ete
data.
T
h
e
ma
in
r
eason
whic
h
ori
g
ina
t
ed
t
he
s
uspic
i
on
o
f
e
duca
t
io
n
un
io
n
s
i
s
oral
e
xa
mi
nat
i
o
n
s
a
re
not
r
e
c
orde
d
via
t
h
e
u
s
e
o
f
t
ec
h
n
o
l
og
y
(e.
g
.
vi
de
o
a
nd
au
di
o
re
cord
in
g)
[
2
7
].
M
or
eove
r,
t
he
a
uth
o
r
ity
to
a
sses
s
the
o
b
je
ct
io
ns
t
o
the
re
su
l
t
s
of
t
he
oral
e
xa
mina
t
i
ons
a
re
t
he
c
o
m
m
i
ssio
n
me
mbe
r
s
of
t
he
e
xam
i
na
t
i
o
n
t
he
m
s
elves
is
a
no
t
h
e
r
d
ile
mm
a
of
t
he
system
w
hich is dire
c
t
ed
c
ri
ti
ci
s
m
s.
REFE
RENCES
[1]
R. Dan
işment
,
“Türk M
illi
E
ğ
itim
s
ist
e
mi ve öğr
e
tmen yet
i
ş
tirme
,” 20
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2
.
[2]
A.
S
.
Ak
de
m
i
r,
“
Tü
rk
iy
e'd
e
ö
ğ
r
etm
e
n
yetişt
i
rm
e
p
rogram
l
a
rının
ta
rih
çesi
ve
s
orunl
a
r
ı
.
I
n
t
ernational
P
e
riodical
f
or
the
La
ng
ua
ge
s,
”
L
i
t
e
rat
u
r
e
an
d
Histo
r
y of
T
u
rkish or
T
u
r
k
ic,
vo
l/
is
su
e
:
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(12
)
, pp
.
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5
,
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YÖ
K,
“
Y
ü
k
s
ek
ö
ğ
ret
i
m
K
a
nu
nu,
”
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81
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[4]
B.
E
.
Can
g
il,
“Ev
r
ens
e
l
değ
e
rler
ı
ş
ı
ğınd
a
ül
kem
i
zd
e
y
a
ban
c
ı
di
l
ö
ğret
menleri
n
in
y
etiştir
i
m
i,”
Ç.
Y
ılmaz
(Dü.)
,
“
2
0
0
0
'
li
Yıll
arda
L
ise
E
ğ
iti
m
ine
Çağ
d
aş
Y
akl
a
şım
l
ar
S
em
po
zyu
m
u
içi
nde
,
”
İ
sta
n
bu
l,
İ
stan
bu
l
Kült
ür
Ü
n
i
versi
t
esi
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ı
nl
arı,
pp.
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9
0
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[5]
MEB
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B
T
a
l
i
m ve
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erbi
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urul
u
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M
E
B, “Ö
ğ
retm
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etiş
ti
rm
e ve at
a
m
a
ları
h
akk
ı
n
d
a s
ı
k
ça so
ru
l
a
n s
oru
l
ar ve
cevapl
a
rı,” 2
01
6a.
[7]
S
.
K
o
ç
a
k
a
n
d
Y
.
K
a
v
a
k
,
“
M
i
l
l
i
E
ğ
i
tim
B
akanlığı’nın
öğre
t
m
en
a
t
a
m
a
e
sa
sla
r
ı
ve
k
a
y
n
a
k
yü
kse
k
öğ
re
ti
m
p
r
og
r
a
ml
a
r
ıy
la
i
lg
i
l
i
g
e
li
şme
l
e
r
,
”
Hacet
tep
e
Ün
iver
sit
e
si
E
ğ
iti
m F
a
kültesi
Dergisi
,
vol/is
sue:
2
9(
4),
pp.
157-170,
20
14
.
[8]
E.
A
t
a
v
and
S.
S
ö
n
m
ez,
“
Öğ
retm
en
a
dayl
arının
K
am
u
P
e
rsonel
i
S
eç
me
S
ınavı
(KP
SS)’na
ilişk
i
n
görüşl
er
i,
”
Hacettepe Ünive
r
sites
i
E
ğ
itim Fakül
t
esi Derg
i
s
i
Özel
Say
ı
,
v
o
l.
1
,
p
p
.
0
1-1
3
,
2
013.
[9]
M
.
Ö
zo
ğ
l
u,
“
T
ü
rk
iy
e’d
e
ö
ğ
r
etm
e
n
yetiş
t
i
r
m
e
sisteminin
s
orunları
r
a
p
o
r
u
.
S
i
ya
se
t,
E
ko
no
mi
v
e
Top
l
u
m
Araş
tırm
al
arı V
a
kfı
,
” An
kara,
SETA
, 2
010
.
[10]
ÖSYM
,
“Öğre
t
menlik A
l
a
n B
i
l
g
isi
T
e
sti (Ö
AB
T)
B
asın Duyurus
u,” 2
01
3.
[11]
M
E
B M
e
v
z
u
a
t,
“
Kam
u
görev
lerıne i
lk def
a
at
anacakl
a
r içi
n
y
ap
ı
l
a
cak sı
n
av
l
a
r h
a
kk
ı
n
da y
ön
et
melik,” 2
00
2
.
[12]
M
E
B,
“
S
ö
zleşmeli
öğre
t
m
e
n
l
iğe
baş
vuru
ve
a
tama
d
u
y
u
r
us
u,
”
2
0
1
6
b
.
[13]
R. Gaz
et
e,
“
Söz
l
eşmeli öğretmen i
st
i
h
damına
ilişkin yönetmel
i
k
,
”
20
16
.
[14]
S
.
U
yg
un,
“
T
ü
rkiy
e’d
e
ö
ğret
m
e
n
ad
ayl
a
rını
n
seçim
i
i
l
e
ilg
i
l
i
b
a
zı
u
y
gul
am
aların
t
a
r
ih
sel
an
alizi,”
GÜ,
G
a
z
i
E
ğ
itim
Fakültesi Derg
i
s
i
,
v
o
l/is
su
e
:
3
0(3),
p
p
.
7
07
-730
,
201
0.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N: 2
2
5
2
-
88
22
I
J
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Vol.
6, No.
3
, Se
pt
e
m
b
e
r
2017
: 227
– 232
23
2
[15]
E
u
ry
dice,
“
Av
rupa’d
a
ö
ğ
r
e
tm
en
ler
v
e
o
k
u
l
li
derl
erine
il
işk
i
n
t
e
mel
veri
ler,”
20
13 Ba
sk
ı
s
ı
,
L
u
xem
bou
rg,
Pu
bl
ic
at
io
ns
Offic
e
of
th
e
Eu
ro
p
e
a
n
: E
ğ
i
tim, Gör
s
el-
İş
i
t
s
e
l ve
Kült
ür
İ
da
ri
Aj
ans
ı
,
20
1
3
.
[16]
M
.
P
ol
atcan
a
nd
A
.
P
o
l
a
tcan
,
“M
al
ez
y
a
E
ği
tim
Sistemi:
A
m
aç
Yap
ı
v
e
Sü
reç
A
ç
ısınd
a
n
Türk
iy
e
i
l
e
Karşılaştırıl
ması,”
R
oute
E
d
u
c
ation
a
l
an
d
S
o
ci
a
l
Sci
e
nce Jo
ur
nal
,
vo
l/
issu
e
:
2
(2
),
p
p. 72
5
-
7
3
8
,
20
15
.
[17]
S.
U
yg
un
,
et al
.
,
“Türkiye
,
Al
manya
ve
F
ransa’
da
ö
ğretmen
eğitimi
programları
nd
a
uygu
lam
a
e
ğitim
i
ni
n
karşı
l
aş
tırılması
,
”
E
l
em
en
t
a
ry Educat
io
n
O
n
lin
e
, vo
l/issu
e:
1
0(2
)
,
pp
.
3
89
-405
,
2
0
1
1
.
[18]
Y
.
A
.
M
e
te,
“Gü
n
ey
K
o
r
e,
J
ap
on
ya,
Yeni
Z
e
l
and
a
v
e
F
i
nl
an
d
i
y
a
’
d
a
öğret
m
e
n
at
am
aları,
”
T
u
r
k
ish
Studies -
In
ter
natio
nal
Pe
r
i
odica
l
for T
h
e L
a
ng
uag
es,
Lit
e
ra
tu
re a
n
d
History o
f
T
u
r
k
is
h o
r
T
u
r
k
ic,
vol/issue:
8
(12
)
,
p
p
.
85
9-
87
8, 2
01
3.
[19]
M. Öz
o
ğlu,
et al.
, “T
ürk
i
ye
v
e d
ü
n
y
ada
öğ
ret
m
enlik
retorik P
ratik
,
” A
NKA
RA,
Eğit
im-Bir-
S
en
Y
a
y
ınl
a
r
ı
, 2013.
[20]
F.
G
ö
l
p
e
k
a
n
d
K.
U
ğ
u
r
lu
ge
le
n,
“
Avru
p
a
ü
lk
e
l
e
r
in
de
v
e
Türk
iy
e
’
d
e
y
ü
k
se
kö
ğr
e
t
i
m
e
giriş
sis
t
e
m
le
ri,”
Di
c
l
e
Ün
iv
e
r
s
i
te
s
i
İ
k
t
isad
i ve
İ
d
a
ri
Bilim
l
er Fa
kült
esi
D
e
r
g
i
s
i
,
v
o
l/is
su
e
:
2
(5),
pp.
6
4
-
77,
2
013
.
[21]
S
.
A
ras
an
d
S
.
S
özen
,
“
T
ürkiye,
F
i
nlan
di
ye
v
e
Gün
e
y
Kore'
d
e
öğ
r
e
t
m
e
n
yetişt
i
rme
prog
ram
l
arı
n
ın
i
ncel
enm
e
si
,
”
X.
U
l
u
s
a
l
F
e
n
Biliml
eri
ve
M
a
tem
a
t
i
k e
ğ
itimi
kongresi
.
Ni
ğ
de
, 2
01
2.
[22]
N
.
A
y
k
aç,
et
al
.
,
“Tü
r
ki
ye'
d
e
ve
b
a
z
ı
Av
rup
a
B
irli
ğ
i
ü
l
k
el
erind
e
ki
ö
ğ
r
e
t
m
e
n
y
e
t
işt
i
rme
uygulamaları
n
ı
n
k
a
rşı
l
aştırılm
a
l
ı
o
l
arak
i
n
celen
mes
i
(
Alm
a
n
y
a,
F
inland
iy
e,
F
ra
n
sa,
İn
gilt
ere
ve
T
ürk
i
y
e
ö
rn
eği
)
,”
Interna
t
ion
a
l
P
e
ri
od
i
c
al for the
L
ang
ua
ges
,
Litera
tu
re a
nd Hi
stor
y of T
u
r
k
is
h
o
r
T
u
rk
i
c
,
v
o
l/issu
e: 9(3
),
p
p
. 2
79
-
2
9
2
, 2
01
4.
[23]
E
.
İ
ş
, “
MEB'
den
sk
and
a
l
m
ü
lakat
s
o
rul
a
rı,
”
201
6.
[24]
E
.
B.
Sen
,
“S
ö
zleşm
e
li ö
ğ
retm
enli
k
soru
n
l
ara, m
ü
l
akat
adal
e
tsiz
li
ğ
e
yol
açıy
o
r,
”
2016
.
[25]
E.
S
e
n
,
“
D
a
r
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e
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ir
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m
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ge
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e
k
ç
e
s
iy
le
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a
ş
la
t
ı
l
a
n
h
a
ks
ız
a
ç
ı
ğ
a
a
l
malara
s
on
v
eri
l
meli,
E
ğ
i
tim
d
e
S
ö
zl
eşm
e
li
İs
ti
hdam
d
an V
azgeçi
lm
eli
d
i
r!” 2
0
1
6
.
[26]
T
.
E. S
e
n,
“
Gen
e
l
b
a
şkan
: mü
lak
a
tı v
i
cdan
lar k
a
b
u
l
etm
e
y
ecek,”
20
16
.
[27]
A
.
E
.
S
e
n,
“
Öğ
ret
m
en
l
e
ri
n
aday
lığ
ı mülak
a
tl
a kaldı
r
ılam
az,”
201
6.
BIOGRAPHI
E
S
OF
AUT
HORS
İ
s
m
a
i
l
C
O
L
A
K
w
a
s
b
o
r
n
i
n
K
a
y
s
e
r
i
,
H
e
g
r
adu
a
ted
f
r
om
A
hi
E
v
r
an
U
ni
vers
it
y,
D
epartm
en
t
of
S
o
cial
S
t
udies
T
eachi
ng
(20
1
4
)
.
Now
,
h
e
is
po
st-
g
ra
du
a
t
e
stud
e
n
t
in
C
u
m
hu
riye
t
Unive
r
s
i
ty
.
He
has
been
con
du
ct
in
g
res
earches
i
n
th
e fiel
ds o
f
Teach
er E
du
cati
on
a
n
d
So
cial
S
tudi
es E
du
catio
n
.
Dr.
S
e
l
c
uk
B
esir
D
EM
IR
i
s
a
facu
lt
y
m
e
m
b
er
o
f
th
e
S
o
ci
a
l
S
tud
i
e
s
Edu
cati
on
Dep
a
rtm
e
nt
s
of
th
e
Co
ll
ege
of
E
d
u
cat
ion,
w
h
e
re
h
e
h
a
s
b
e
en
t
each
ing
f
o
r
th
e
p
a
st
6
y
ears.
H
e
recei
ved
h
e
r
Do
ctor
o
f
P
h
il
osop
hy
i
n
S
oc
i
a
l
St
udi
es
E
ducatio
n
f
r
o
m
M
arm
a
ra
U
ni
versit
y
in
A
p
r
il,
201
1.
H
e
has
been
con
du
ct
in
g
res
earches
i
n
th
e fiel
ds o
f
Edu
cati
on.
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