Gönüllülük: Topluma Hizmet Uygulamaları Dersinin Değerlendirilmesi

Bu çalışmada, öğretmen adaylarına sunulan Toplum Hizmeti Uygulamaları (THU) dersi, Bağlam, Girdi, Süreç ve Ürün Modeli kullanılarak değerlendirilmiştir. Bu çalışmanın amaçları iki yönlüdür. Birincisi, programın öğretmen adaylarının ihtiyaçlarını ve beklentilerini karşılamaya yönelik etkinliği tartışılmıştır. İkincisi, öğretmen adaylarının ders amaçlarına ulaşması ve hedefler, içerik ve faaliyetler arasındaki tutarlılık incelenmiştir. Veriler, 17 üçüncü sınıf düzeyinde öğretmen adayından ihtiyaç analizi ve düzey belirleyici değerlendirme anketleri, biçimlendirici değerlendirme, öz-bildirim raporları, sınıf içi ve sınıf dışı gözlem ve iki öğretim üyesinden de görüşme yoluyla toplanmıştır. Sonuçlar, aşağıdaki gibi Bağlam, Girdi, Süreç ve Ürün modelinin dört bileşeni altında sunulmaktadır. Bağlam değerlendirmesi ile ilgili olarak, öğrencilerin ihtiyaç ve beklentileri, dersin amaç ve hedefleri ile uyumludur. Girdi değerlendirmesinde ders etkinlikleri ve planları incelenmiştir. Süreç değerlendirmesinde, faaliyetlerin ve prosedürlerin planlandığı gibi uygulanmakta olduğu ancak uygulama ve kuramın entegrasyonu, ders materyallerinin eksikliği, sorunlu STK izinleri ve STK'ların öğrencilere karşı tutumları gibi bazı sınırlılıkların olduğu ortaya çıkmıştır. Son olarak, ürün değerlendirmesinde, dersin devamı konusunda bir karar verilmiştir. Sonuç olarak, ders öğrencilerin gereksinimlerini karşılamış ve hedeflerine başarılı bir şekilde ulaşmış olsa da, analiz, dersi güçlendirmek için yukarıda bahsedilen noktaların iyileştirilmesinin yararlı olacağına işaret etmektedir.

Volunteering: Evaluation of Community Service Learning Program

In this study, the Community Service Practices (CSP) course, offered for pre-service teachers, wasevaluated utilizing the Context, Input, Process and Product (CIPP) Model. The purposes of this studyare twofold. First, the effectiveness of the program in relation to satisfying pre-service teachers’ needsand expectations is discussed. Second, the pre-service teachers’ attainment of the course objectives andthe consistency between objectives, content and activities are examined. The data was gathered from 17junior pre-service teachers via needs assessment and summative evaluation questionnaires, formativeevaluation self-reporting progress papers, in-class and out-of-class observation and two instructors bymeans of interviews. The results are presented under the four components of the CIPP model, as follows.In relation to context evaluation, students’ needs and expectations were congruent with the goals andobjectives of the course. In input evaluation, course activities and plans were examined. Within processevaluation, activities and procedures appear to have been implemented as originally planned, with somelimitations such as problems in integration of practice and theory, lack of course materials, problematicNGO permissions and attitudes of NGOs towards students. Lastly, within product evaluation, a decisionwas made on the continuation of the course. In conclusion, although the course satisfied students’ needsand successfully achieved its objectives, the analysis posits that it would be worthwhile to improve theaforementioned points in order to strengthen the course.

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