Hüseyin TOLU, Osman ALBAYRAK, Abdullah TÜRKMEN, Ahmet DUYSAK

Birleştirilmiş Sınıflı Okulların Algılanması: Kişiselleştirilmiş Öğrenme Sosyolojisi

Finansal bütçe eksikliği, zorlu coğrafik koşullar ve demografik durum gibi çeşitli nedenlerden dolayı ülkemizin birçok şehrinde birleştirilmiş sınıflı okullar bulunmaktadır. Bununla birlikte bu okullar için önemli olan uygulanan eğitim modeli şeklinin olumlu ya da olumsuz yönlerini tartışmak değil, tarafsız bir gözle ele alıp ne yapılması gerektiği konusunda yetkililere öneriler sunabilmektir. Bu okullarda uygulanan öğretim etkinlikleri ve bu etkinliklerin verimliliğinden istenen sonucu elde etmek için, öğretmenlerin birleştirilmiş sınıflı eğitim hakkındaki algıları çok önemli etkileyicilerden biridir. Bu nedenle, bu çalışma sınıf öğretmeni adaylarının birleştirilmiş sınıflı okulları katılımcı, bir araştırma yaklaşımı ile ziyaret ettikten sonra, öğretim uygulamalarını nasıl algıladıklarını araştırmayı amaçlamaktadır. Bu çalışma öncelikle eğitim ve sosyoloji kavramlarını tanımlamak ve kişiselleştirilmiş öğrenmedeki ilerici eğitim yaklaşımını, politik göreceliliği ve eğitim merkezileştirmesinin değerini azaltmak, eğitim öznelciliği ve insancıl faydacılığı yeniden değerlemeyi önermektedir. Çalışma aynı zamanda, birleştirilmiş sınıflı okullardaki sorumluluk ve hesap verebilirlik konusunu ve ilerici eğitimin kişiselleştirilmesine; neden ve nasıl yaklaşılacağını açıklığa kavuşturmayı da amaçlamaktadır

Perception of Multigrade Classes Schools: Sociology of Personalized Learning

There are many schools of multigrade classes in many cities in Turkey due to the fact that there are various reasons, from a lack of financial budget to a harsh geographic demographic condition. Nevertheless, what should not be forgotten that this schooling is neither good nor bad, or is it neutral. Rather what the important is how they are utilized and how they came to be in the present practices in order to provide particular suggestions to authorities. To achieve the desired educational outcome of effectiveness and efficiency in these schools, the teachers’ perception of these schooling is one of the crucial influencers. Therefore, this study aims to investigate how candidates of classroom teachers perceive the educational practices, in particular after visiting several of multigrade classes’ schools through a participatory research approach. This study actually introduces the notions of education and sociology; particularly personalized learning in which the aim of progressive education approach ought to devalue political relativism and educational centralization and to revalue educational subjectivism and humanitarian utilitarianism. Particularly, this study aims to clarify the issue of responsibility and accountability in this schooling, and why and how this personalization of progressive education would be approached by whom

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