Okul Öncesi Öğretmenlerinin İnformal Öğrenme Davranışları

Eğitim öğretim faaliyetlerini yaşam boyu öğrenmeye dönüştüren özelliklerin başında informal öğrenme gelmektedir. İnformal öğrenme, insanların yeni şeyleri keşfetmesi ve tecrübelerini artırması, gündelik hayat içinde gerçekleşebilen, okullarda veya okul dışında meydana gelen öğrenmeler şeklinde de tanımlanmaktadır. Öğretmenlerin informal öğrenme şekilleri, onların mesleklerini devam ettirirken eksikliklerini giderdikleri yollar olarak düşünülmektedir. Bu araştırma okul öncesi öğretmenlerinin iş ortamlarındaki informal öğrenme davranışlarının belirlenmesi amacı ile gerçekleştirilmiştir. Araştırma, betimsel tarama modelinde gerçekleştirilmiştir. Araştırmanın çalışma grubu seçkisiz örnekleme yöntemlerinden basit seçkisiz örnekleme yoluyla belirlenmiş ve 2018-2019 eğitim öğretim yılında Kütahya ilinde görev yapan 117 okul öncesi öğretmeni ile çalışma yürütülmüştür. Araştırma sonucunda okul öncesi öğretmenlerin en sık başvurdukları informal öğrenme etkinliğinin internette arama yapmak olduğu, en az ise üyesi olduğu çevrimiçi topluluğa sormak/danışmak olduğu sonucuna ulaşılmıştır. Okul öncesi öğretmenlerinin informal öğrenme etkinliklerinde bulunmalarını etkileyen çevresel engelleyicilere en fazla zaman eksikliği engelini söylerken en az ise parasal ödüllerin olmasını ifade etmişlerdir. Okul öncesi öğretmenlerinin informal öğrenme etkinliklerinde bulunmalarını etkileyen kişisel özelliklere ise en fazla öğrenme arzusu/hevesi, en az ise bir etkinliğe başlama ve devam etme kararlılığını ifade etmişlerdir.

Preschool Teachers’ Informal Learning Behaviors

Informal learning is the primary feature that transforms educational activities into lifelong learning. Informal learning refers to people’s discovering new things and improving their experience in everyday life. That is, it refers to learning outside the classroom. Teachers' informal learning styles are thought of as ways in which they overcome their deficiencies while continuing their profession. This study aims to reveal preschool teachers’ informal learning behaviors in their workplaces. Thus, it is a descriptive survey study. The study group was selected through simplerandom sampling. The participants include 117 preschool teachers working in Kütahya province of Turkey in the 2018-2019 academic year. The study showed that the most frequently employed informal learning activity by preschool teachers is “search the internet” while the least employed one is “consult to an online community that you are a member of”. Focusing on informal learning activities of information technologies teachers in their workplaces. An overall evaluation ofenvironmental inhibitors to informal learning of preschool teachers shows that “lack of free time” affects the teachers most while “lack of monetary rewards” affects them least. An overall evaluation of personal characteristics that enhance informal learning for preschool teachers shows that “love of learning” affects teachers’ involvement in informal learning activities most while “initiative” has the least effect on informal learning activities.

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