Öğretmenleri̇n Yaşam Boyu Öğrenme Eği̇li̇mleri̇ni̇n Bazi Deği̇şkenler Açisindan İncelenmesi̇

Ayaz, Cihat

doi:10.17719/jisr.20164420154

Cited by 29 publications

(45 citation statements)

References 3 publications

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“…Yaman [55], Oral and Yazar [45], Şahin, Akbaşlı and Yanpar Yelken [53], Arcagök and Şahin [2], Kozikoğlu [39], Savuran [51], Tunca, Şahin and Aydın [54], Dündar [22] suggested in their studies that gender factor did not affect lifelong learning tendencies of the prospective teachers. Additionally, Yıldırım [57] Ayaz [6], Yaman and Yazar [56] stated in their studies carried out with teachers that gender factor was not effective on lifelong learning tendencies of the teachers. Doğan and Kavtelek [19] found out that gender was not effective on lifelong learning tendencies of the institutional executives.…”

Section: Discussionmentioning

confidence: 99%

Lifelong Learning Tendencies of Prospective Teachers Receiving Pedagogical Formation Education

Yılmaz¹

2018

ujer

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Lifelong learning tendencies of prospective teachers attending pedagogical formation certificate program were evaluated in this study. While prospective teachers receiving pedagogical formation at Bartın University and Mustafa Kemal University formed the population of the research, the sample consisted of 210 prospective teachers selected randomly from the population. Screening model was employed in the research. "Personal Information Form" and 1-6 Likert-type "Lifelong Learning Tendencies Scale" which consisted of 27 items and was developed by Diker-Coşkun [17] were applied as data collection tools. Reliability of the scale was tested, and Cronbach Alpha coefficient was found as 0.72. Independent samples t-test, one-way ANOVA and Dunnett's T3 test were employed in the study. As a result of the data analysis, lifelong learning tendencies of the prospective teachers receiving pedagogical formation were generally high. Furthermore, a statistically significant difference was observed based on variables of marital status, age, universities being studied at, job status and level of income. On the other hand, lifelong learning tendencies of the prospective teachers receiving pedagogical formation education did not have statistically significant differences by gender, having child/children, department of graduation and work experience.

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Section: Discussionmentioning

confidence: 99%

Lifelong Learning Tendencies of Prospective Teachers Receiving Pedagogical Formation Education

Yılmaz¹

2018

ujer

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“…Researchers talk about "Life-long Teacher Training Centers" and state the necessity of these centers to be opened within faculties of education [74][75][76]. In Korea, Australia and United States they use "Teacher Appraisal for Professional Development Programme" and they support lifelong learning [77].…”

Section: Interpretation and Discussionmentioning

confidence: 99%

A Case Study on the Problems of Teacher Training System Based on the Opinions of Faculty Members, School Administrators, Teachers, and Unionists in North Cyprus

Baskan

Ayda

2018

Education Sciences

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The aim of this study is to establish the problems in training teachers who will be working at primary schools in the North Cyprus based on the opinions of faculty members, school administrators, teachers, and unionists. Using the qualitative research approach, open-ended, semi-structured questions developed by the authors were directed to the participants in order to establish the “teacher training problems” and to obtain data. The study group of the research was made up of six primary school teachers of the Ministry of National Education of North Cyprus, six school principals, six unionists from the administrative board of the Cyprus Turkish Teachers Union, and six faculty members from universities in the North Cyprus, which makes up a total of 24 people. The data obtained were analyzed using the inductive content analysis technique. The research revealed problems such as the inadequacy of application lessons in the teacher training system in the North Cyprus, the existence of selecting teacher candidates without a control or criteria, inadequacy of the pedagogical formation education, existence of teacher candidates entitled to get into permanent teaching positions after working as temporary teachers for 36 months, problems of supervision during the years of candidacy, appointing teachers for political interests, a teacher training process becoming a business for profit, inadequacy of faculty members in developing themselves, and in-service trainings not being implemented in a planned manner. In conclusion, recommendations were developed for educational faculties and the Ministry of National Education towards solving the problems of the system.

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“…Poyraz (2014)'ın ilköğretim okullarında görev yapan öğretmenlerin yaşam boyu öğrenme profillerinin yanı sıra öğretmenlerin okulları tarafından desteklenme algılarını da incelediği çalışmasında, öğretmenlerinin çoğunluğunun yaşam boyu öğrenmeye karşı olumlu bir yaklaşıma sahip olduğu tespitinde bulunmuştur. Hayat boyu ile ilgili diğer çalışmalarda da benzer sonuçlar elde edilmiştir (Ayaz, 2016;Çam, 2017;Özkorkmaz, 2016). Sert (2017), sosyalleşme amacıyla yetişkin eğitimi etkinliklerine katılım üzerine yaptığı çalışmasında kurslara katılan yetişkin öğrenenlerin başat yönelimi sosyal güdülenme olduğunu ileri sürmüştür.…”

Section: Sonuç Ve öNerilerunclassified

Hayat Boyu Öğrenme: Çalişanlarin Katilimini Engelleyen Ve Artirabi̇lecek Etmenlere İli̇şki̇n Görünümler

Aykaç¹

2019

jisr

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ÖzBu araştırmanın amacı çalışanların hayat boyu öğrenme etkinliklerine katılımını engelleyen ve artırabilecek etmenleri belirlemektir. Çalışanların hayat boyu öğrenme etkinliklerine katılımını engelleyen ve artıran etmenleri saptamaya yönelik bu araştırma betimsel niteliklidir. Araştırmanın katılımcılarını Ankara ilinde çalışan 510 kişi oluşturmuştur. Araştırmanın verileri 39 sorudan oluşan bir sormacayla toplanmıştır. Hayat boyu öğrenme etkinliklerine katılımı engelleyen ve artırabilecek etmenleri yansıtan sormacaya verilen yanıtların yüzde ve frekansları belirlenmiştir. Elde edilen bulgulara göre, katılımcıların %53,7'sinin iş ve diğer zaman baskıları, %11'inin çevresinde böyle bir olanak olmadığı, %59,2'sinin fiziksel sağlığının bu tür etkinlikler için uygun olmadığı gibi engelleyici etmenleri durumsal, kurumsal ve ruhsal boyutlar içinde en fazla tercih ettiği saptanmıştır. Öte yandan, katılımcıların hayat boyu öğrenme etkinliklerine katılımını artırabilecek finansal etmenler içinde eğitimlere katılım ücreti daha düşük olursa katılırım maddesi %48,6 oranla en fazla tercih edilmiştir. Diğer boyutlarda en fazla tercih edilen maddeler, %33,1 oranla öğrenmek için işten izin alabilirsem, %53,3 oranla etkinlik akşam olursa katılırım, %52,4 oranla hangi kursun\öğrenme projesinin bana en uygun olacağı konusunda uzman tavsiyesi alabilirsem katılırım ve %23,5 oranla okuma ve yazma konusunda destek verilirse katılırım olmuştur. Yetişkin öğrenciler sıklıkla öğrenme etkinliklerini iş ve / veya aile sorumlulukları gibi diğer yaşam alanlarıyla birleştirir. Bu nedenle, öğrenme etkinliklerinin esnek bir biçimde tasarlanması son derece önemlidir. Araştırma sonuçlarının ışığında çalışanların hayat boyu öğrenme etkinliklerine katılımını arttırmaya ve çeşitlendirmeye yönelik destekleyici programlar hazırlanması ve uygulanması önerilebilir.Anahtar Kelimeler: Hayat Boyu Öğrenme, Sürekli Eğitim, Katılım Engelleri. AbstractThe aim of the study was to identify the factors preventing and increasing the participation of employees in lifelong learning activities. This research aiming to identify the factors that prevent and increase the participation of employees in lifelong learning activities is descriptive. The participants of the research having a descriptive notion consisted of 510 people working in Ankara. The data of the study were collected with a 39-item questionnaire. The percentages and frequencies of the responses to the questionnaire, which reflected the factors preventing and increasing the participation in lifelong learning activities, were determined. According to the findings, 53.7% of the participants did not take part in such activities because of the work and other pressures; 11% of them did not have such an opportunity in the vicinity of the work; 59.2% of them stated that their physical health was not suitable for such activities. On the other hand, in the financial factors that could increase the participation of the participants in the lifelong learning activities, 48.6% of the participants would agree to take part...

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Öğretmenleri̇n Yaşam Boyu Öğrenme Eği̇li̇mleri̇ni̇n Bazi Deği̇şkenler Açisindan İncelenmesi̇

Abstract: Öz

Cited by 29 publications

References 3 publications

Lifelong Learning Tendencies of Prospective Teachers Receiving Pedagogical Formation Education

Lifelong Learning Tendencies of Prospective Teachers Receiving Pedagogical Formation Education

A Case Study on the Problems of Teacher Training System Based on the Opinions of Faculty Members, School Administrators, Teachers, and Unionists in North Cyprus

Hayat Boyu Öğrenme: Çalişanlarin Katilimini Engelleyen Ve Artirabi̇lecek Etmenlere İli̇şki̇n Görünümler

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