ngilizce Öğretmenlerinin Eğitimde Değişimin Önemli Faktörleri ve Problemleri üzerine Görüşleri

Son gelişmelerle birçok alanda birçok değişiklikler meydana geldi. Türkiye’de eğitim sisteminin de değişmesi kaçınılmaz oldu. Bu bağlamda, bu çalışma İngilizce öğretmenlerinin eğitimde değişimin uygulama aşamasına ilişkin görüşlerini incelemeyi hedeflemektedir. Bu hedefi gerçekleştirmek için, çalışmada nitel araştırma yöntemi kullanılmıştır. Çalışmaya amaçsal örnekleme stratejisi ile seçilen 84 İngilizce öğretmeni katılmıştır. İngilizce öğretmenlerinin eğitimde değişimin uygulanmasında en önemli faktörler ve eğitimde değişimin uygulanması sürecinde karşılaşılan en yaygın sorunlara ilişkin yanıtlarını ortaya çıkarmak için katılımcılara Google Form belgesini kullanarak iki açık uçlu soru yöneltildi. 84 İngilizce öğretmeninden toplanan nitel veriler içerik analizi kullanılarak analiz edilmiş ve her soru için temalar ve kodlar kategorize edilmiştir. Bulgular, öğretmenlere göre başarılı bir değişim için en önemli faktörlerin liderler, öğretmenler, öğrenciler, ebeveynler, eğitim sistemi, imkanlar vb. olduğunu göstermiştir. Katılımcıların çoğu gelişime açık olmanın ve birbirleriyle etkileşime girmenin başarılı eğitimde değişimin anahtarı olduğuna inanmaktadır. Kapasite geliştirmenin yetersizliği; öğretmenler, müdürler, ebeveynler ve toplum arasında işbirliği eksikliği; olumsuz tutumlar, değişime karşı direnç; iş doyumu ve motivasyon eksikliği; okulların fiziksel koşullarının uygunsuzluğu katılan öğretmenler tarafından ensık karşılaşılan sorunlar olarak belirtilmiştir. En çarpıcı öneri olarak, değişim planlamacıları ve politika yapıcıların eğitimdedeğişimleri belirlemeden önce öğretmenlerin ihtiyaç ve beklentilerini de dikkate almaları gerektiği vurgulanabilir. Çalışmanın sonunda ekçıkarımlar veöneriler sunulmuştur.

English Teachers' Views on Important Factors and Pro lems of Educational Change

With recent developments, there have been so many changes in many fields. It is inevitable that educational system has also changed a lot in Turkey. In this respect, this study aims to examinethe English teachers’viewson the implementation stage of the educational changes. To achieve this aim, qualitative research methodologywas followed. Purposeful sampling was used and 84 English teachers participated in the study. To elicit English teachers’ responses about the most important factors for implementing educational change and the most common problems faced during the implementation process of educational change, two open-ended questions were directed to the participants using Google Forms document.Qualitative data collected from 84 English teacherswere analysed using content analysis, and the themes and codes were categorizedfor each question.The findings indicated that according the teachers,the most important factors fora successfulchange areleaders, teachers, students, parents, and other factors such as educational system, and facilities, etc. Most of the participants believed thatbeing open to improvement, and interacting with one anotherare key to successful educational change. As for themost frequently faced problems;the inadequacy of capacity building, the lack of cooperation between teachers, principals, parents and the society; negative attitudes, and resistance to change; lack of job satisfaction and motivation; inconvenience of schools’ physical conditionswere noted by the participant teachers. As the most striking suggestion, change planners and policy makers should take classroom teachers’ needs and expectations into consideration before determining educational changes. Further implications and suggestionswere presented at the end of the study.

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