Oya Yerin GÜNERİ, Esra Eret ORHAN, YEŞİM ÇAPA AYDIN

Genç öğretim üyelerinin mesleki gelişim ihtiyaçları: Türkiye’deki bir devlet üniversitesinde tarama çalışması

Bu çalışmanın amacı bir devlet üniversitesindeki genç öğretim elemanlarınınmesleki gelişim ihtiyaçlarını ve üniversiteleri tarafından kendilerine sunulacak olan etkinliklerin zamanına, sunum formatına ve duyurulmasına ilişkintercihlerini araştırmaktır. Bir tarama çalışması olan bu çalışmaya katılan toplam 73 öğretim elemanı, "öğretim ve öğrenme", "öğrenci ile iletişim", "dersizlencesi ve müfredat tasarımı", "ölçme ve değerlendirme", "öğretim teknolojileri" ve "profesyonel gelişim" olmak üzere altı boyutu olan "ÇevrimiçiÖğretim Elemanı İhtiyaç Analizi Anketini" cevaplandırmıştır. Çalışmanınbulguları, genç öğretim elemanlarının proje temelli öğrenme, kalabalık sınıflarda ders verme, öğrenci motivasyonunu arttırma, öğrencilerde akademikdürüstlüğü teşvik etme, etkinlikleri ve ödevleri tasarlama, etkili sınav hazırlama, yapıcı geri bildirim verme, ders için web sitesi geliştirme ve atanma-terfi için hazırlanma konularında profesyonel gelişim desteğine ihtiyaç duyduklarını göstermiştir. Öğretim elemanlarının mesleki gelişim konularında sunulacak etkinliklerin akademik dönem başlamadan önce bölüm/fakülte bazında yapılacak 60 dakikalık çalıştaylar şeklinde olmasını tercih ettikleri bulunmuştur. Bu tür ihtiyaç belirleme çalışmalarının, öğretim elemanlarınındesteğe ihtiyaç duydukları profesyonel gelişim alanlarının belirlenmesinde vebu ihtiyaçların karşılanması için ne tür hizmetlerin tasarlanıp, sunulabileceğikonularında yükseköğretim kurumlarındaki karar mekanizmalarında bulunan kişilere faydalı bilgiler sağlayacağı düşünülmektedir

Professional Development Needs of Junior Faculty: A Survey Study in a Public University in Turkey

The aim of the current study was to examine professional developmentneeds of junior faculty and their preferences in relation to time, delivery format, and announcement of any professional development activity to beoffered by their institution. The study had a survey design. A total of 73 faculty responded to the “Online Faculty Needs Assessment Survey (FNAS)”.FNAS included six professional development areas as, “teaching and learning”, “relations with students”, “syllabus and curriculum design”, “assessment”, “instructional technology” and “professional development”. Theresults of the current study showed that the junior faculty expressed strongneed for training on project-based learning, teaching large classes, motivating students, encouraging students about academic integrity, designingactivities, assignments, and projects, preparing effective exams, giving constructive feedback, developing course website, integrating instructionaltechnology into courses, and preparing for tenure and promotion.Regarding the duration, time and delivery format of professional development activities, 60-minute seminars specific to departments or college heldjust before the academic semester was the most preferred one. It is believedthat such needs assessment studies would provide valuable information todecision makers at higher education institutions about the professionaldevelopment areas that faculty members may need support and differentkinds of services that could be designed and offered to meet those needs

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