MESLEK LİSESİ ÖĞRETMENLERİNİN ÖZYÖNETİMLİ ÖĞRENMEYE HAZIRBULUNUŞLUK DÜZEYLERİNİN VE ÖĞRETİM STİLİ TERCİHLERİNİN İNCELENMESİ (BURSA İLİ ÖRNEĞİ)

Abstract

Bu araştırmanın amacı meslek lisesi öğretmenlerinin özyönetimli öğrenmeye hazırbulunuşluk düzeylerinin ve öğretim stili tercihlerinin belirlenmesidir. Araştırmaya 2012-13 eğitim öğretim döneminde Bursa ilindeki meslek lisesinde görev yapan ve 70’i bayan 137’si erkek toplam 207 öğretmen katılmıştır. Öğretmenlerin özyönetimli öğrenmeye hazırbulunuşluk düzeylerini belirlemek amacıyla Fisher ve arkadaşları (2001) tarafından geliştirilen Özyönetimli Öğrenmeye Hazırbulunuşluk Ölçeği kullanılmıştır. Öğretmenlerin öğretim stili tercihlerinin belirlenmesi amacıyla ise Grasha ve Riechman (1996) tarafından geliştirilen Öğretim Stili Envanteri (ÖSE) kullanılmıştır. Araştırma sonucunda; meslek lisesi öğretmenlerinin çoğunluğunun özyönetimli öğrenmeye hazırbulunuşluk düzeylerinin yüksek düzeyde olduğu görülürken öğretim stilleri bakımından ise en çok tercih edilen öncelikli stillerin temsilci ve uzman öğretim stilleri olduğu belirlenmiştir. Öğretmenlerin eğitim durumlarına göre otoriter ve kişisel model öğretim stili tercihlerinde lisansüstü mezunlar lehine istatistiksel düzeyde anlamlı fark belirlenmiştir.

Keywords

• özyönetimli öğrenmeye
• hazırbulunuşluk
• öğretim stili tercihi

THE EXAMINATION OF SELF-DIRECTED LEARNING READINESS LEVELS AND TEACHING STYLE PREFERENCES OF VOCATIONAL HIGH SCHOOL TEACHERS (BURSA COUNTY SAMPLE)

Abstract

The aim of this study is to determine self-directed learning readiness levels and teaching style preferences of vocational high school teachers 207 teachers including 70 females and 137 males working in a vocational high school in Osmangazi district of Bursa Province in 2012-13 school year participated in the study. Self-directed Learning Readiness Scale which was developed by Fisher et al. (2001).Teaching-Styles Inventory which was also developed by Grasha and Riechman (1996) was used with a view to determine the teaching style preferences of teachers. As the result of study it was observed that self-directed readiness levels of a large number of the vocational high school teachers were high while in terms of teaching styles; the most preferred teaching styles were representative and expert teaching styles. According to the educational status of teachers there was a significant difference at statistical level in authoritarian and personal model teaching style preferences in favour of post-graduates.

Keywords

• Self-directed learning readiness
• teaching style preference

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