Abdulkadir SAĞLAM, Serkan ÇİFTÇİ, Ahmet YAYLA

Hayat Boyu Öğrenmeye İlişkin Akademisyen ve Öğretmen Görüşleri

Araştırmada lisansüstü öğrenime sahip eğitim çalışanlarının hayat boyu öğrenmeye ilişkin görüşlerini ortaya koymak amaçlanmıştır. Durum çalışması olarak desenlenen çalışmada veriler 5’i akademisyen, 10’u ise lisansüstü öğrenime sahip öğretmen olmak üzere toplamda 15 eğitimciden araştırmacılar tarafından geliştirilen ve 6 sorudan oluşan yarı yapılandırılmış görüşme formu ile toplanılmıştır. Elde edilen veriler içerik analizi yöntemiyle analiz edilmiştir. Çalışmanın sonuçlarına göre, çalışmaya katılan eğitimcilerin genel olarak hayat boyu öğrenmenin sürdürülebilirliğine karşı olumlu tavır sergiledikleri ve hayat boyu öğrenmenin toplumsal ve bireysel etkilerinin eğitim desteği ile daha da arttırılabileceğini ortaya koyduklarını vurgulamış, teknolojideki gelişmelerin eğitim ortamlarında da kullanılmasını sağlayacak adımların atılması gerektiğini ifade ettikleri görülmüştür. Araştırmaya katılan öğretmen ve akademisyenler, hayat boyu öğrenmeye devam ettiklerinden, çalışmadaki görüşme sorularına verdikleri yanıtlar paralellik göstermektedir. Bu kapsamda ülkemizde de 21. yy ihtiyaçlarına uygun olarak hayat boyu öğrenme konusunda farkındalık oluşturarak bireylerin çağın becerilerine sahip olmasını sağlayacak adımların atılması gerekliliği belirlenmiştir. Ayrıca topyekûn bir kalkınma için bireylerin ihtiyaçlarına göre hayatlarının farklı dönemlerinde hangi öğrenmeleri gerçekleştireceklerinin bilincinde olmaları adına “hayat boyu öğrenme okuryazarlığı” nın kazandırılması önem arz etmektedir.

OPINIONS OF ACADEMICIANS AND TEACHERS ON LIFELONG LEARNING

The aim of the study is to identify the views of academicians and teachers on lifelong learning. The study data, conceived as a case study, was collected using a semi-structured interview module consisting of 6 questions developed by researchers for a total of 15 educators, 5 academics and 10 postgraduate teachers. The data obtained were analyzed by the method of content analysis. According to the results of the study, it was observed that the educators who participated in the study generally displayed a positive attitude towards the sustainability of lifelong learning and they demonstrated that the social and individual effects of lifelong learning can be further increased with educational support, and they stated that steps should be taken to ensure the use of technological developments in educational environments. As teachers and academicians involved in the study continue to learn throughout lifelong learning, their responses to interview questions in the study show parallelism. In this context, in our country, in order to raise awareness on lifelong learning in accordance with the needs of the 21st century, to take steps to ensure that individuals have the skills of the age, and to realize what types of learning will be realized in which periods of their lives according to the needs of individuals for a total development, it is important to gain "lifelong learning literacy”.

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