Öğretmenlerin Bireysel Yenilikçilik Perspektifi: Nasıl Bir Yenilikçiyim?

Abstract

The present study aimed at revealing the individual innovativeness levels of teachers working at secondary schools and conducting an in-depth examination on the reasons of the behaviors in their category of innovativeness, and on the factors that affected their individual innovativeness. It was designed as a mixed method research in which quantitative and qualitative research techniques were used together. The quantitative data were collected through the "Individual Innovativeness Scale" and the qualitative data were gathered through a semi-structured interview form created by the researcher. The study group in the quantitative phase of the study consisted of 411 secondary school teachers while the participants in the qualitative phase included 20 teachers picked among those in quantitative phase based on the maximum diversity sampling method. Descriptive statistics were used in the analysis of quantitative data, and content analysis method was preferred for the analysis of qualitative data. According to the individual innovativeness scores, it was concluded that the majority of the participating teachers considered themselves to be low-level innovators and were placed in the early majority category of innovativeness. It has been found that no one to take place in the laggard category of individual innovativeness. In addition, it was observed that teachers had the highest mean for the subdimension of openness to experience and the lowest mean for the sub-dimension of resistance to change. It was found that being an investigator, being accepted to be a leader, uncertainty brought about by innovation and their skeptical behaviors against change caused the teachers to categorize their quality of innovativeness. Finally, it was revealed that the individual innovativeness behaviors of teachers were affected by individual, environmental and professional factors.

Web 2.0 Practical Content Development Self-Efficacy Beliefs of Teachers in the Context of Digital Literacy and Innovation

“…Bu değişkenlik yenilikçilik olgusunun, son yıllarda eğitim alanında çok sayıda akademik çalışmanın konusu olmasının yolunu açmıştır. Yenilikçilik ile teknolojiye karşı tutum, teknopedagojik eğitim yeterliği, yaşam boyu öğrenme, eleştirel düşünme bunlardan birkaçıdır (Çuhadar, Bülbül ve Ilgaz, 2013;Gökbulut, 2021;Kılıç, 2015;Nayci, 2021;Örün, Orhan, Dönmez ve Kurt, 2015;Özdemir, 2020;Özgür, 2013). Web 2.0 gibi hızla değişen araç ve uygulamaları kullanmak hatta Web 2.0 araçlarının ötesine geçen teknolojilerden yararlanabilmek ve bu değişime uyum sağlamak için bireylerin yenilikçilik becerilerinin de gelişmiş olması beklenmektedir (Bayraktar, 2012).…”