Öğretmenlerin İşlevsel Paradigmaları ve Eğitim Reformu

Eğitim reformlarının temel hedefi, eğitimin genel hedeflerine ulaşmasına yardımcı olmak amacıyla eğitim programlarının ve uygulamalarının geliştirilmesidir. Değişim oldukça zor bir süreci ifade etmektedir. Çünkü eğitimde gerçekleşen değişim, hem yapısal hem de bireysel değişimi gerektirmektedir. Yapılan araştırmalar, öğretmenlerin kişisel inanç ve yaklaşımlarının eğitim reformlarının uygulama sürecinde etkili olduğunu göstermektedir. İşlevsel paradigmalar olarak adlandırılan bu inanç ve yaklaşımlar öğretmenlerin eğitim reformunu anlaması, uygulaması açısından etkili olmaktadır. Bu çalışmada öğretmenlerin işlevsel paradigmalarının eğitim reformunun uygulama sürecini nasıl etkilediğini araştırmak için 8 biyoloji öğretmeni ile görüşme, sınıf gözlemi ve doküman (sınav kâğıtları) analizi yapılmıştır. Çalışmanın sonuçları öğretmenler açısından değişime direncin genel nedeninin reformun kavramsal yapısını anlamadaki zorluklar olduğunu göstermektedir. Bu sonuç doğrultusunda hem eğitim reformlarının doğasını hem de öğretmenlerin işlevsel paradigmalarının nasıl çalıştığını anlamak için sonuçlar Thomas Kuhn‟un bilimsel devrimler analojisi etrafından tartışılmıştır

Anahtar Kelimeler:

Eğitim reformu, işlevsel paradigma, öğretmen inançları, thomas kuhn, öğretmen direnci

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The main aim of any reform in education is to improve educational programs and practices which will, in turn, assist to meet overall objectives of education in more effective ways. Change is a difficult process, because, educational change of any significance involves changes in organizational structures, communications, resource allocation, practices, and beliefs and attitudes. A qualitative oriented approach was used and ethnographic case study was chosen as an appropriate methodological framework for this particular research. In this study, interviews, observation and document analysis were conducted to investigate how teachers' functional paradigms affect the process of implementation of education reform. The results of this study can be interpreted that the overall reason for resistance to change on teachers‟ side may the difficulty for teachers to comprehend the conceptual framework of the reform (or the new paradigm) as this requires denying the previous educational context in which they established themselves in

Keywords:

Educational reform, functional paradigm, teachers’ beliefs, thomas kuhn, tecaher resistance,

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