Mesleğe yeni atanan okul öncesi öğretmenlerinin öğrenme merkezlerindeki deneyimleri
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, mesleğe yeni atanmış okul öncesi öğretmenlerinin öğrenme merkezlerindeki deneyimlerini tespit etmek amacıyla yapılmıştır. Araştırmada nitel araştırma yaklaşımı benimsenmiş ve fenomenoloji deseni kullanılmıştır. Araştırmanın çalışma grubunu İstanbul İli Avcılar, Bayrampaşa, Güngören ve Sultanbeyli ilçelerinde 2020-2021 eğitim öğretim yılında Millî Eğitim Bakanlığına bağlı anaokulu, ilkokul ve ortaokul bünyesindeki anasınıflarında görev yapan, 13 kadın ve 2 erkek olmak üzere mesleğe yeni atanan toplam 15 okul öncesi öğretmeni oluşturmaktadır. Araştırmanın verileri "Öğrenme Merkezlerine Yönelik Görüşme Formu" ve "Öğrenme Merkezlerini Değerlendirme Formu" ile toplanmıştır. Görüşmeler online video konferans yazılımı olan Zoom ile gerçekleştirilmiştir. Veriler, betimsel ve içerik analizi yöntemi ile analiz edilmiştir. Bulgulara göre, mesleğe yeni atanan öğretmenlerin olumlu deneyimlerin yanı sıra daha çok olumsuz deneyimlerle karşılaştıkları belirlenmiştir. Olumsuz deneyimler öğrenme ortamı, çocuk ve ebeveyn kaynaklı problemler olarak belirlenmiştir. Bu problemlerin kaynağı yönetimsel, sınıfsal, ailesel ve çocuksal faktörler olarak ortaya çıkmıştır. Problemlerin üstesinden gelme yöntemleri; kendi, yönetim, iletişim, materyal sağlama, meslektaş-aile, geçici ilgi merkezi kurma ve medya desteği olarak tespit edilmiştir. İlk deneyimleri sırasında duygu durumu olarak olumsuz, olumlu ve umutlu olma/azim yönünde ifadeler saptanmıştır. Deneyimleri sırasında en çok etkilendikleri olay/durumun ise çocuk, öğrenme ortamı ve öğretmen kaynaklı olduğu belirlenmiştir. Karşılaşılan problemleri yakın çevre ve uzak çevre olarak paylaşırken, anlatma nedenleri ise rahatlama odaklı ve çözüm odaklı olduğu bulunmuştur. Araştırma sonucunda ise genel olarak, mesleğe yeni atanan okul öncesi öğretmenlerinin öğrenme merkezlerindeki deneyimlerinde karşılaştıkları problemlerin mesleki yaşamlarına olumsuz olarak yansıdığı sonucuna ulaşılmıştır. Anahtar Kelimeler: Deneyim, mesleğe yeni atanma, okul öncesi öğretmeni, öğrenme merkezleri.
This research was conducted to determine the experiences of newly appointed preschool teachers in learning centers. A qualitative research approach was adopted in the study and the phenomenology pattern was used. The sample of the research consists of a total of 15 newly appointed pre-school teachers, 13 women and 2 men, working in kindergartens, primary schools and secondary schools affiliated to the Ministry of National Education in the 2020-2021 academic year in Avcılar, Bayrampaşa, Güngören and Sultanbeyli districts of Istanbul. The data of the research were collected with the "Interview Form for Learning Centers" and the "Evaluation Form for Learning Centers". The interviews were held using Zoom, an online video conferencing software. The data was analyzed using descriptive and content analysis methods. According to the findings, it was determined that newly appointed teachers encountered more negative experiences as well as positive ones. Negative experiences were determined as problems caused by the learning environment, the child and the parent. The source of these problems emerged as administrative, class, familial and child factors. Methods of overcoming problems; self, management, communication, material provision, colleague-family, establishing a temporary care center and media support. During their first experiences, negative, positive and hopeful/perseverance expressions were detected as emotional states. It was determined that the event/situation that affected them the most during their experiences was caused by the child, the learning environment and the teacher. While sharing the problems encountered in the immediate environment and distant environment, the reasons for telling them were found to be relief-oriented and solution-oriented. As a result of the research, it was concluded that, in general, the problems that newly appointed preschool teachers encountered in their experiences in learning centers had a negative impact on their professional lives. Keywords: Experience, learning centers, new appointment to the profession, preschool teacher.
This research was conducted to determine the experiences of newly appointed preschool teachers in learning centers. A qualitative research approach was adopted in the study and the phenomenology pattern was used. The sample of the research consists of a total of 15 newly appointed pre-school teachers, 13 women and 2 men, working in kindergartens, primary schools and secondary schools affiliated to the Ministry of National Education in the 2020-2021 academic year in Avcılar, Bayrampaşa, Güngören and Sultanbeyli districts of Istanbul. The data of the research were collected with the "Interview Form for Learning Centers" and the "Evaluation Form for Learning Centers". The interviews were held using Zoom, an online video conferencing software. The data was analyzed using descriptive and content analysis methods. According to the findings, it was determined that newly appointed teachers encountered more negative experiences as well as positive ones. Negative experiences were determined as problems caused by the learning environment, the child and the parent. The source of these problems emerged as administrative, class, familial and child factors. Methods of overcoming problems; self, management, communication, material provision, colleague-family, establishing a temporary care center and media support. During their first experiences, negative, positive and hopeful/perseverance expressions were detected as emotional states. It was determined that the event/situation that affected them the most during their experiences was caused by the child, the learning environment and the teacher. While sharing the problems encountered in the immediate environment and distant environment, the reasons for telling them were found to be relief-oriented and solution-oriented. As a result of the research, it was concluded that, in general, the problems that newly appointed preschool teachers encountered in their experiences in learning centers had a negative impact on their professional lives. Keywords: Experience, learning centers, new appointment to the profession, preschool teacher.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
