Işıl KABAKÇI YURDAKUL, Özden ŞAHİN İZMİRLİ, Özgür ÖRÜN

Öğretim Elemanı Teknoloji Danışmanlığı Programı: Dönüştürücü Öğrenme Kuramı Bakış Açısı İle Mesleki Gelişim Sürecini İnceleme

Gerçekleştirilen araştırmada Türkiye'de bir devlet üniversitesinin Eğitim Fakültesi'nde gerçekleştirilen teknoloji danışmanlığı programına katılan bir öğretim üyesinin, Mezirow' un (1994) dönüştürücü öğrenme kuramında yer alan on aşamaya göre mesleki gelişim sürecini betimlemek amaçlanmaktadır. Araştırma nitel araştırma deseni çerçevesinde gerçekleştirilmiştir. Araştırma bir devlet üniversitesinin Eğitim Fakültesi'nde görev yapan bir öğretim üyesi (menti) ile aynı fakültede Bilgisayar ve Öğretim Teknolojileri Eğitimi'de doktora eğitimi alan bir uzmanın (mentör) birebir mentörlük uygulaması ile gerçekleştirilmiştir. Bu kapsamda menti ve mentör haftada bir gün mentinin odasında toplanmışlardır. Araştırma verileri yarı yapılandırılmış görüşme ve araştırmacı günlükleri ile toplanmıştır. Alanyazında Mezirow'un 10 dönüşüm aşaması çerçevesinde betimsel analiz gerçekleştirilmiştir. Araştırmada teknoloji kullanımına yönelik gerçekleştirilen mesleki gelişim etkinliği çerçevesinde katılımcının öz inceleme aşamasından yeterlik ve özgüven oluşturma aşamasına kadar bir dönüşüm yaşadığı ortaya koyulmuştur. Ayrıca katılımcının mesleki gelişim etkinliklerine yönelik gerçekleştirilen etkinlik kapsamında katılımcının kişisel gelişiminin de desteklendiği sonucuna ulaşılmıştır.

THE FACULTY TECHNOLOGY MENTORING PROGRAM IN TERMS OFTRANSFORMATIVE LEARNING THEORY

Considering the 10 phases found in Mezirow's (1994) transformative learning theory, the purpose of the present study was to describe the professional development process of a faculty member who took part in a technology counseling program at Education Faculty of a state university in Turkey. The study was carried out with the qualitative research design. Using the one--on--one method and conducted with one faculty member (mentee) from the Education Faculty of a state university and one doctorate student (mentor) attending a doctorate program in the department of Computer Education and Instructional Technologies at the same faculty. In this respect, the mentee and the mentor met once a week in the mentee's office. The research data were collected with the semi--structured interview method and with researcher's journals (günlükler: diaries). In literature, descriptive analysis was conducted within the framework of Mezirow's 10 transformative phases. In the study, within the framework of the professional development activitiy carried out regarding technology use, it was found that the participant experienced transformation from the phase of self--examination to the phase of developing self--confidence and competency. In addition, it was concluded that the participant's personal development was also supported within the scope of the activity carried out for the participant's professional development.

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