Classroom Teachers' Perceptions of Out-of-School Learning Environments

Abstract

The present study aims to investigate classroom teachers’ perceptions of out-of-school learning environments. The study was designed around a survey model. The sample of the study was comprised of 359 classroom teachers determined with random sampling method, working in the central districts of Denizli province in the 2021-2022 academic year, and who completely responded to the questions in the data collection tool. The data collection tool used in the study consisted of two parts as "Personal Information" and "Out of School Learning Regulation Scale". Looking at the classroom teachers’ responses to out of school learning regulation scale and its dimensions, the highest mean was found in the "application" dimension and indicated a high-level perception while the lowest mean was in the "planning” dimension and indicated a medium level. It was also seen that the classroom teachers’ perceptions were at a medium level in the “information” dimension, high in the “evaluation” dimension and high in the overall scale, and it was understood that the teachers were generally at a good level in this area. The classroom teachers’ perceptions of out-of-school learning regulation did not differ according to their teaching experience, education level and receiving training related to out-of-school learning environments; however, their perceptions differed according to their gender, age, marital status, the district where they work, and studying the out-of-school learning environments guidebook.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0738/a.php" alt="Hit counter" /></p>

Examining out-of-school learning in teaching Turkish and Turkish language and literature with different variables: A study on teachers

“…Bir diğer ifadeyle kadın ve erkek öğretmenlerin okul dışı öğrenme yeterlik düzeyleri benzerlik göstermektedir. Uygun ve Duman (2022) tarafından sınıf öğretmenleriyle yapılan araştırmada katılımcıların cinsiyetlerine göre ODÖDÖ yeterliklerinde farklılaşma yaşanmadığı sonucuna ulaşılmıştır. Benzer şekilde tarafından yapılan müfredat temelli okul gezilerinde fen bilgisi öğretmenlerinin bilgi ve yeterlik düzeylerinin belirlenmesi çalışmasında da fen bilgisi öğretmenlerinin eğitim gezilerine ilişkin öz yeterlilik düzeylerinin cinsiyetlerine göre farklılaşmadığı sonucuna ulaşılmıştır.…”