Sanal Mesleki Öğrenme Ağlarının Öğretmen Adaylarının Mesleki Öğrenme ve Gelişimi Üzerindeki Etkisi

Bu araştırma öğretmen adaylarının sanal mesleki öğrenme ağlarına nasıl katıldıklarını ve bu ağların onların mesleki öğrenmelerini ve gelişimlerini nasıl etkilediğini incelemeyi amaçlamaktadır. Bu çalışmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Türkiye’de eğitim fakültesinde öğrenim gören öğretmen adaylarından (n=41) toplanan çevrimiçi anket ve grup görüşmesi verileri tematik olarak analiz edilmiştir. Çalışmanın sonuçlarına göre öğretmen adaylarının çoklu sosyal medya alanlarında çeşitli çevrimiçi bağlantılar kurarak sanal mesleki öğrenme ağlarını farklı şekillerde oluşturdukları ve kullandıkları belirlenmiştir. Ayrıca, katılımcıların oluşturdukları sanal mesleki öğrenme ağlarının mesleki öğrenmelerini ve gelişimlerini çeşitli şekillerde desteklediği görülmüştür. Özellikle, katılımcı öğretmen adayları sanal mesleki öğrenme ağları sayesinde yeni pedagojik ve dijital bilgi ve beceriler edindiklerini, var olan ve gelecekte sahip olacakları öğretmen kimliklerini şekillendirdiklerini, ve öğretme ve öğrenmeye ilişkin algılarını ve inançlarını yansıttıklarını ve dönüştürdüklerini belirtmişlerdir. Bunların yanında sanal mesleki öğrenme ağlarının öğretmen adaylarına rahat, güvenli ve destekleyici bir sosyal ortam sunmasının mesleki öğrenme ve gelişimlerine olumlu katkı sağladığı görülmüştür.

Anahtar Kelimeler:

sanal mesleki öğrenme ağları, öğretmen kimliği, öğretmen adayları, öğretmen mesleki gelişimi

The influence of virtual professional learning networks on pre–service teachers’ professional learning and growth

This qualitative study focuses on pre–service teachers’ engagement in virtual professional learning networks and perceptions of how their virtual professional learning network participation influences their professional learning and growth. Online survey and group interview data were collected from the participants (n=41) and analysed thematically. The analysis showed evidence that pre–service teachers were successful in engaging in virtual professional learning networks in diverse ways via utilising multiple social media spaces and establishing various online connections. In addition, findings revealed that participants’ virtual professional learning network engagement supported their professional learning and growth in multiple ways. Respondents stated acquiring new pedagogical and digital knowledge and skills, and forming both their current and future teacher identities. They also appeared to reflect upon and transform their perceptions and beliefs about teaching and learning as a result of their virtual professional learning network participation. Moreover, their virtual professional learning networks were identified as increasing their sense of security via offering them a more comforting, secured and supportive social space.

Keywords:

virtual professional learning networks, teacher identity, pre–service teachers, teacher professional development,

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