Makale özeti ve diğer detaylar.
Bu araştırma, öğretim elemanları ve sınıf öğretmeni adaylarının Sınıf Öğretmenliği Anabilim Dalı’ndaki Topluma Hizmet Uygulamaları (THU) dersi ile ilgili görüşlerini belirlemeyi amaçlamıştır. Araştırmada öğretim elemanlarının örneklemini, 2010-2011 eğitim-öğretim yılında Çanakkale Onsekiz Mart Üniversitesi Eğitim Fakültesi’nde Topluma Hizmet Uygulamaları dersine danışmanlık yapan 10 öğretim elemanı oluşturmaktadır. Araştırmanın ikinci aşamasındaki öğrenci ölçeğinin örneklemini ise 2010-2011 eğitim öğretim yılında Çanakkale Onsekiz Mart Üniversitesi Sınıf Öğretmenliği Anabilim Dalı’nda üçüncü ve dördüncü sınıfta öğrenim gören 269 öğrenci oluşturmaktadır. Araştırmaya katılan sınıf öğretmeni adaylarına “Topluma Hizmet Uygulamaları Dersi Ölçeği” uygulanmıştır. Araştırmaya katılan öğretim elemanlarının THU’ya yönelik görüşlerini belirlemek amacıyla nitel araştırma tekniklerinden yarı yapılandırılmış ve yönlendirici olmayan görüşme tekniği kullanılmıştır. Araştırmada karma yöntem kullanılmıştır. Araştırma sonucunda, öğretim elemanlarının THU dersinin yürütülmesi sırasında birtakım sorunlar yaşandığını, THU dersinin öğrencilerin kişisel ve sosyal gelişimleri açısından önemli olduğunu vurguladıkları görülmüştür. Sınıf öğretmeni adaylarına uygulanan ölçek verilerinin analizi sonucunda ise, öğretmen adayları THU dersinin yürütülmesi sırasında birtakım sorunlarla karşılaştıklarını buna karşın THU’yu olumlu algıladıkları sonucuna ulaşılmıştır.
By the globalization, it has been accepted that common education institutions’ one of the main goal is growing up individuals who use and process information and who open to new ideas (Numanoğlu, 1992; Tezcan, 1997). Teachers have important roles in organize education according to the needs of the era. The role of teachers is being individuals who can adapt to changing requirements of students and society and who have different perspectives towards society’s problems (Ada and Ünal, 2004). In this perspective, developing pre-service teachers according to the needs of the era should be the main aim of the education faculties and universities. To make the education faculties more functional, academic programs, projects and courses including social sensitivity should be given place. The pioneering examples of Service Learning (SL) Course were first seen in 1800s by social reforms. It takes its bases from educational reforms done by John Dewey et al. in Chicago University in 1900s (Titlebaum, Williamson, Daprano, Baer and Brahler 2004; as cited in Flecky, 2011:5). Dewey (1930) emphasized that lots of factors affect individual’s social life. Since social environment shape personality, general content of education should be toward individual’s social requirements. Education programs which take social issues as a content were prepared by Professor Herman Schneider. The first projection of SL’s in Turkey is Village Institutions. Education which is one of the most efficient instruments has a key role in developing of both individual and society. One of the main goal of the education is to determine how individual, society and world form (Yeşilyaprak, 2006). When these are taken into account, in Turkey, SL took place as a course in education programs according to the changes in The Higher Education Law 2547. SL course is taken by the students in the 3rd year (6th semester) in Education Faculties and the course is composed of 1 theoretical and 2 application class hour in a week (M.Ü., 2009). One of the main objectives of education is developing individuals according to social requirements and placing developed individuals to the society (Musolf, 2001: 286). Since teaching occupation is a profession which requires social responsibility, it is thought that SL course will have reasonable attributions to the students. This study aims to detect the pre-service elementary teachers’ and trainers’ views about SL course. According to this aim, following questions are tried to be answered; 1. What were the views of teacher trainers about the service learning course to get involved the teacher education programs? 2. What kind of methods and techniques were applied by the teacher trainers within the scope of the service learning courses. 3. What were the main problems encountered by the teacher trainers during the project carried out? 4. What were the benefits of the service learning according to the teacher trainers? 5. What were the views of pre service teachers about the context of the service learning course, service learning projects, benefits of service learning course and to enforce the service learning course’s effectiveness. 6. Were there any significant differences between the average scores about the participating in number of service learning course projects and service learning course, benefits of service learning, to enforce the service learning course’s effectiveness. In this study, Service Learning in Primary Education Undergraduate Program was evaluated according to the views of pre-service teachers and instructors. İt was used mixed methods in this study. At the first stage of the study, one of the qualitative study methods, “Phenomenology Design” pattern was used to define instructors’ views about SL in Primary Education Department. At the second stage, to define the pre-service teachers’ views about SL, a scale was applied to them. The population of the study is composed of the instructors who work in 2010-2011 academic year spring semester in Çanakkale Onsekiz Mart University and the pre-service elementary teachers who are studying at Çanakkale Onsekiz Mart University during the 2010-2011 academic year. In this study mixed methods was used. Both quantitative and qualitative data were used together; therefore triangulation method was used as data collection method. In the first level of the study, since it was aimed that instructors evaluate SL by their own expressions, a semi-constructed and nondirective interviewing technique was used. While analyzing data “descriptive analysis” and “content analysis” approaches were used. At the end of the analysis of the data collected at first stage, it was detected that instructors encounter with some problems during SL course and they consider SL course important for students’ personal and social development. At the second stage, by the help of the analysis of data collected from the scale, it was found that pre-service teachers are faced with some problems during SL, however they perceive SL positively.