Öğretmenlerin Yaptıkları Meslek Hatalarının Meslekî Öğrenme Bağlamında İncelenmesi
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Date
2020
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info:eu-repo/semantics/openAccess
Abstract
Bu çalışmanın temel amacı çeşitli kademelerde görev yapan öğretmenlerin meslek hayatlarında yaptıkları farklı türden hataların meslekî gelişim ve öğrenme kapsamında incelenmesidir. Bu bağlamda, çalıştıkları eğitim kademesi, branşları ve kıdemleri birbirinden farklı toplam 38 öğretmenden nitel araştırma yöntemi çerçevesinde veri toplanmıştır. Araştırmada nitel araştırma yöntemlerinden durum çalışması (örnek olay) deseni tercih edilmiştir. Araştırmanın verileri araştırmacı tarafından hazırlanan form aracılığı ile elde edilmiştir. Formda öğretmenlerin meslek hayatlarında yaptıkları ve kendilerinde iz bırakan, mesleki gelişimlerine katkı sunduğunu düşündükleri olay ya da olayları detaylıca betimleyerek anlatmaları istenmiştir. Araştırma bulguları öğretmenlerin özellikle mesleğin ilk yıllarında pek çok mesleki hata yaptıklarını ve bu hataların daha çok öğrencileri rencide edici türden olduğunu göstermektedir. Ayrıca anlatılarda ve bulgularda, yapılan kimi hataların öğrencilerde uzun süre iz bırakan nitelikte olduğu yer almaktadır. Öğretmenlerin hata yapmalarına neden olan faktörler arasında en çok deneyimsizliğin, okul idaresi ile olan iletişimsizliğin, öğrenciyi, okul çevresini ve aileleri yakından tanımamanın yer aldığı görülmektedir. Ortaya çıkan bulgulara göre öğretmenler yaptıkları hataları mesleki öğrenme çerçevesinde değerlendirmekte ve kendi mesleki gelişimleri doğrultusunda ele almaktadırlar. Özellikle mesleğin ilk yıllarında rastlanan bu hataların önüne geçebilmek için öğretmenlere lisans eğitimi ve adaylık eğitimi yıllarında hataları en aza indirecek nitelikte tecrübeli yönetici, akademisyen ve öğretmenler tarafından rehberlik yapılması isabetli olacaktır.
The main purpose of this study is to examine the different types of mistakes in the professional life of the teachers working in various levels in terms of professional development and learning. In this context, data were collected in the framework of qualitative research methods from a total of 38 teachers whose education levels, branches and seniorities were different from each other. In the study, case study research pattern of qualitative research methods was preferred. The data of the study was obtained by the researcher. In the form, teachers were asked to describe the events that they made in their professional lives and left traces in their lives, which they thought contributed to their professional development. Research findings show that teachers made many professional mistakes especially in the first years of the profession and these mistakes mostly caused the students to have a breaker characteristic. In addition, the findings show that some of the mistakes made by the students are long-term. Among the factors that cause teachers to make mistakes are mostly inexperience, lack of communication with the school administration, lack of familiarity with students, school environment and families. Also, according to the findings, teachers take the mistakes they made in the framework of professional learning and deal with their professional development. In order to prevent these mistakes, especially during the first years of the profession, it would be appropriate to provide guidance to teachers by experienced administrators, academicians and teachers who are qualified to minimize mistakes in undergraduate and candidate education years.
The main purpose of this study is to examine the different types of mistakes in the professional life of the teachers working in various levels in terms of professional development and learning. In this context, data were collected in the framework of qualitative research methods from a total of 38 teachers whose education levels, branches and seniorities were different from each other. In the study, case study research pattern of qualitative research methods was preferred. The data of the study was obtained by the researcher. In the form, teachers were asked to describe the events that they made in their professional lives and left traces in their lives, which they thought contributed to their professional development. Research findings show that teachers made many professional mistakes especially in the first years of the profession and these mistakes mostly caused the students to have a breaker characteristic. In addition, the findings show that some of the mistakes made by the students are long-term. Among the factors that cause teachers to make mistakes are mostly inexperience, lack of communication with the school administration, lack of familiarity with students, school environment and families. Also, according to the findings, teachers take the mistakes they made in the framework of professional learning and deal with their professional development. In order to prevent these mistakes, especially during the first years of the profession, it would be appropriate to provide guidance to teachers by experienced administrators, academicians and teachers who are qualified to minimize mistakes in undergraduate and candidate education years.
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Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
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Volume
6
Issue
1
