Öğretmen Adaylarının Topluma Hizmet Uygulamalarına İlişkin Algılarının Hizmet Ederek Öğrenme Düzeylerini Yordama Gücü

Günümüzün hizmet-öğrenme hareketi, geleneksel hizmet yorumlarından farklılaşarak toplum temelli bir katılımı içerecek şekilde genişlemektedir. Öğretmen eğitiminde hizmet ederek öğrenme, öğretmen adaylarının öğretmen olma anlayışlarını arttırmaktadır. Bu kapsamda araştırmada, öğretmen adaylarının topluma hizmet uygulamalarına ilişkin algılarının hizmet ederek öğrenme düzeyleri üzerindeki yordayıcı rolü incelenmiştir. Araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Amaçlı örneklem yöntemi ile belirlenen örneklem grubunu, temel eğitim bölümünde öğrenim gören toplam 170 öğretmen adayı oluşturmaktadır. Öğretmen adaylarının hizmet ederek öğrenme düzeylerini belirlemek için orjinali Olney ve Grande (1995) tarafından geliştirilen, Türkçe’ye uyarlaması ise Küçükoğlu ve Ozan (2015) tarafından gerçekleştirilen “Hizmet Ederek Öğrenme” ölçeği kullanılmıştır. Öğretmen adaylarının topluma hizmet uygulamalarına ilişkin algılarının belirlenmesinde ise Demir, Kaya ve Taşdan (2014) tarafından geliştirilen “Topluma Hizmet Uygulamaları Ölçeği” kullanılmıştır. Araştırmadan elde edilen verilerin analizinde betimsel istatiksel analizlerin (aritmetik ortalama, standart sapma, minimum, maksimum değerleri) yanı sıra, basit doğrusal regresyon analizi ile çoklu doğrusal regresyon analizi kullanılmıştır. Araştırma sonuçlarına bakıldığında öğretmen adaylarının topluma hizmet uygulamalarına yönelik algılarının, hizmet ederek öğrenme düzeylerini yordayan bir değişken olduğu belirlenmiştir. Ayrıca öğretmen adaylarının topluma hizmet uygulamalarına ilişkin algılarının alt boyutlarının, hizmet ederek öğrenmenin alt boyutu olan gerçekleştirme düzeylerinin anlamlı bir yordayıcısı olduğu görülmektedir. Topluma hizmet uygulamaları dersinin değerlendirilmesinin not ile yapılması, hizmet ederek öğrenme yaklaşımından uzaklaşılmasına neden olduğu için yükseköğretimde değerlendirmelerin adayların hizmet odaklı olarak gerçekleşen etkinliklerin ve projelerin değerlendirilmesi sağlanabilir. Bununla birlikte ileride yapılacak araştırmalar için topluma hizmet uygulamaları dersini alan öğretmen adaylarının problem çözme, yansıtıcı ve empatik düşünme gibi üst düzey düşünme becerilerinin yanı sıra liderlik, sorumluluk alma, iletişim gibi sosyal becerileri gibi farklı değişkenlerin de hizmet ederek öğrenmelerini yordama gücüne bakılabilir.

Anahtar Kelimeler:

Hizmete Ederek Öğrenme, Topluma Hizmet Uygulamaları, Regresyon Analizi, Öğretmen Eğitimi, Temel Eğitim, Öğretmen Adayları

The Predictive Power of Student Teachers’ Perceptions of Community Service Activities in Terms of Predicting Their Service-Learning Levels

Today's service-learning movement is expanding to include community-based participation, differentiating from traditional service interpretations. Service-learning in teacher education increases student teachers’ articulation of being teachers. In this context, the predictive role of the student teacher’s perceptions of community service activities in terms of predicting their service-learning levels was examined. The relational survey model, one of the quantitative research methods, was used in the research. The sample group determined through the purposeful sampling method consists of 170 student teachers studying in the Department of Primary Education. The “Service-Learning Involvement Scale”, which was originally developed by Olney and Grande (1995) and adapted to Turkish by Küçükoğlu and Ozan (2015), was used to determine the service-learning levels of the student teachers. The “Community Service Activities Scale” developed by Demir, Kaya and Taşdan (2014) was used to determine the student teachers’ perceptions about community service activities. In the analysis of the data obtained from the research, descriptive statistical analysis (arithmetic mean, standard deviation, minimum, maximum values) as well as simple linear regression analysis and multiple linear regression analysis were used. When the results of the research are examined, it was determined that the student teachers' perceptions about community service activities were a variable that predicted their service-learning levels. In addition, it was seen that the sub-dimensions of the student teachers’ perceptions about community service activities were a significant predictor of the levels of realization, which is the sub-dimension of the service-learning process. Since the evaluation of the community service activities course through grading causes it to move away from the service-learning approach, the evaluation of the activities and projects conducted by student teachers with a service focus can be provided in higher education. In addition to this, the predictive power of the high level thinking skills, such as problem solving and reflective and empathic thinking, and social skills, such as taking responsibility and communication, of student teachers, who take the community service activities course, in terms of predicting their service-learning skills should be taken into account for future studies.

Keywords:

Service-learning, Primary Education, Student Teachers, Community Service Activities, Regression Analysis, Teacher Training,

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