Hale ERDEN

Eğitim Profesyonellerinin Öğretmen Eğitiminde Karşılaştıkları Engellere ve Engellerin Sıklıklarına İlişkin Algıları

Eğitim profesyonelleri çoğu zaman öğretmen eğitimi söz konusu olduğunda engellerle karşılaşmaktadırlar. Öğretmen eğitiminde eğitim profesyonellerinin karşılaştığı engellere neden olan faktörler bulunmaktadır. Bu çalışmada, Kuzey Kıbrıs Türk Cumhuriyeti'nde öğretmen eğitiminde, eğitim profesyonellerinin karşılaştıkları engellere neden olan faktörler ve bu faktörlerin sıklıklarına ilişkin eğitim profesyonellerinin algılarını belirlenmesi hedeflenmektedir. Araştırmada nitel yaklaşım kapsamında yorumlama yöntemi kullanılmıştır. Olgubilim (fenomenoloji) deseni benimsenmiştir. Araştırma verileri nitel olarak, alan günlükleri tutularak, odak grup görüşmeleri ve derinlemesine görüşmeler aracılığıyla toplanmışır. Araştırma verileri içerik analizi yapılarak analiz edilmiştir. Araştırmacı alan günlüklerini tutmuştur. 15 eğitim uzmanı ile odak grup görüşmeleri yapılmıştır. 67 eğitim profesyoneli ile derinlemesine görüşmeler yapmıştır. Çalışma, eğitim profesyonellerine sunulan fırsatlar, öğretmen eğitiminde eğitim profesyonellerinin araştırma yapabilmesine ilişkin olanaksızlıklar, öğretmen eğitiminde eğitim profesyonellerinin iletişim ve işbirliğine ilişkin yaşadıkları olumsuzluklar, devlet okullarında öğretmenleri denetlemeye ilişkin olumsuzluklar ve devlet okullarında mentörlük sisteminin oluşturulmamasına ilişkin temalar ile belirlenen bu temalara ilişkin algılara dayalı sıklıklar sunmaktadır. Sonuç olarak, öğretmen eğitiminin geliştirilmesi, öğretmen eğitiminde eğitim profesyonellerinin araştırma olanaklarının daha iyi hale gelmesini, eğitim profesyonelleri arasında etkili iletişimin sağlanması, denetimin önemi, mentörlük sisteminin öğretmen-akademisyen-denetmen üçlemini içine alacak şekilde düzenlenmesi ve akademik mentörlük sisteminin benimsenmesi gerekmektedir.

Educational Professionals' Perceptions regarding Impediments and Impediments' Frequencies in Initial Teacher Training

Educational professionals mostly face impediments in initial teachers training. There are factors contributing to the impediments educational professionals face in initial teacher training. This study aims at identifying perceptions of educational professionals regarding the factors and frequency of these factors impeding educational professionals in initial teacher training in Northern Cyprus. The study adopted an interpretive methodology under qualitative research paradigm. Phenomology was adapted as the research design. Data were collected using field diaries, focus group interviews and in-depth interviews. Data were analyzed through content analysis method. The researcher kept the field diaries. Focus group members were 15 educational experts. Educational professionals were 67 professionals teaching/serving in the education field. Findings revealed themes on opportunities educational professionals were provided, on impediments regarding researching options, on impediments regarding communication and collaboration, on impediments regarding supervising teachers and on impediments regarding mentoring system in public schools as well as the frequency of these impediments according to the perceptions of educational professionals. As a result, initial teacher training should be improved; research opportunities should become better; efficient communication and collaboration should be provided among educational professionals; importance of supervision should be emphasized; mentoring system should be arranged as a system including teacher-academician-supervisor tricycle and academic mentoring system should be adopted.

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