HALİL İBRAHİM MUAZEZ HASESKİ, HATİCE FERHAN ODABAŞI

Öğretim Elemanlarının Yaşamboyu Öğrenmeye Yönelik Görüşleri

Bu çalışmanın amacı, öğretim elemanlarının yaşamboyu öğrenmeye yönelik düşüncelerini ve yaşamboyu öğrenme özelliklerini etkileyen faktörleri ortaya koymaktır. Bu amaç doğrultusunda söz konusu araştırma olgu bilim deseni ile desenlenmiştir. Araştırmanın örneklemi 2014-2015 eğitim-öğretim yılının güz döneminde Anadolu Üniversitesi'nin 17 fakültesinde faaliyet göstermekte olan profesör, doçent, yardımcı doçent ve araştırma görevlileri arasından seçilen 65 katılımcıdan oluşmaktadır. Söz konusu katılımcıların belirlenmesinde gönüllülük esası temelinde hareket edilmiş ve öğretim üyelerinin evren içindeki oransal dağılımına göre amaçlı örneklem alınmıştır. Araştırmanda ulaşılan veriler, araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu ve yazılı görüşme formu kullanılarak elde edilmiş ve içerik analizi ile analiz edilmiştir. Araştırmanın sonucunda, öğretim elemanlarının yaşamboyu öğrenme kapsamında mesleki etkinliklere, sosyal etkinliklere ve kişisel gelişim etkinliklerine katıldıkları belirlenmiştir. Söz konusu sürece aktif katılımlarında akademisyenlerin kişisel, mesleki, kurumsal, toplumsal, akademik sistemin yapısı, teknoloji, bürokrasi ve yetersiz olanaklardan kaynaklı sorunlar yaşadıkları belirlenmiştir. Öğretim elemanları, yaşamboyu öğrenmenin kişisel, mesleki ve sosyaltoplumsal açılardan, kendileri için önemli olduğunu ifade etmişlerdir. Bununla birlikte katılımcılar, yaşamboyu öğrenmeyi farklı boyutlarıyla tanımlamışlardır. Çalışmanın katılımcıları, öğretim elemanlarının yaşamboyu öğrenme özelliklerinin bireysel ve çevresel faktörlerden etkilendiğini belirtmişlerdir. Araştırmanın sonunda ulaşılan bulgular temelinde yüksek eğitim kurumları ve araştırmacılara yönelik çeşitli öneriler getirilmiştir

Faculty Members' Point of Views Regarding Lifelong Learning

The purpose of the current study is to investigate faculty members' thoughts and characteristics regarding lifelong learning. The research has been designed as phenomenology. The sampling of the research consisted of 65 academicians who are professors, associate professors, assistant professors and research assistants from 17 faculties of Anadolu University in fall term of 20142015 education year. These participants have been selected by using purposive sampling method according to the proportional distribution of faculty members in the universe of study. Researchers designed semi-structured interview form and written-interview form to collect qualitative data. Collected data was analyzed by using content analysis. Based on the themes and codes in which analysis result achieved, faculty members' thoughts about lifelong learning and factors which effect faculty members' lifelong learning characteristics were determined. At the end of the study, it was found that faculty members participated in professional activities, social activities and personal development activities. However, academicians stated that they encounter some problems to participate in lifelong learning activities. It was found that these problems have personal, professional, institutional, social aspects and also they are originated from the structure of academic system, technology, bureaucracy and inadequate facilities. Faculty members stated that lifelong learning is important for them in personal, professional and social ways. However, the participants identified the different aspects of lifelong learning. The participants stated that both individual and environmental factors are effective on faculty members' lifelong learning characteristics. Based on the results, several suggestions were put forward for implementation for higher education institutions and researchers

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