ORTAOKUL VE LİSELERDE METODİK ÇALIŞMANIN YÖNETİMİ

Bu araştırma ortaokul ve liselerde bilimsel-metodolojik çalışmanın içeriği, biçimi, organizasyonu ve yönetimi gibi meseleleri analiz etmekte olup; bunun yanı sıra bilimsel-metodolojik çalışmanın öğrencilerin araştırma becerileri ve onların öğrenme üzerindeki etkisini araştırmaktadır. Bu araştırmaya Azerbaycan’ın Binagadi, Haçmaz, Göygöl, Yardımlı, Lerik, Astara ve Lenkeran gibi şehirlerinden 100 ortaokul ve lise müdürü ve 102 ortaokul ve lise müdürü yardımcısı dâhil edilmiştir. Araştırmanın amacı bilimsel-metodolojik çalışmanın sistemini, amacını, görevlerini, biçim ve istikametini, okul müdürü ve okul müdürü yardımcısı arasındaki işbirliğini, genç öğretmenler ile bilimsel-metodik çalışma sistemi, öğretmen portfolyosunun yapısı ve içeriği gibi meseleleri tanımlamaya çalışmaktır. Araştırma, aynı zamanda, yukarıda belirtilen faktörlerin önemli etkenler olduğunu savunmuştur. Bunların yanı sıra, araştırmada bilimsel-metodolojik çalışmanın hâlâ geçerli ve güvenilir bir yaklaşım olduğu teyit edilmiştir.

Anahtar Kelimeler:

Bilimsel-metodolojik tedarik, Öğretmenlerin bireysel öğrenme faaliyeti, Öğretmenlerin profesyonel gelişimi, Öğretmen portfolyosu, Bağımsız çalışma, Araştırma becerileri

THE MANAGEMENT OF METHODICAL WORK IN MIDDLE AND HIGH SCHOOLS

The current study analyses the content, form, organisation and management of scientific-methodical work as well as its impact on students’ research skills and their learning in middle and high schools. 100 principals and 102 vice-principals working in public schools in such cities of Azerbaijan as Binagadi, Khachmaz, Goygol, Yardimli, Lerik, Astara and Lankaran were included into this research study, which attempted to identify the system of scientific-methodical work, its purpose and duties in addition to its forms and directions. The study also aimed to identify the collaboration between the principals and vice-principals, the system of scientific-methodical work with young teachers, and the structure and content of teacher portfolio. This paper justified the value of the aforementioned factors and proved their necessity. Moreover, in the study it is confirmed that scientific-methodical work is still a valid and reliable approach.

Keywords:

Scientific-methodical provision, Self-study of teachers, Professional development of teachers, Teacher portfolio, Independent work, Research skills,

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