Öğretim Görevlilerinin Mesleki Gelişim Faaliyetleri: Bir Eylem Araştırması

Abstract

Bu araştırma, öğretim görevlilerinin mesleki gelişim süreçlerini ve bu süreçlerin eğitim yöneticileri ile öğretim görevlileri üzerindeki etkilerini incelemek amacıyla tasarlanmış bir eylem araştırmasıdır. Araştırmaya İstanbul'da bir vakıf üniversitenin İngilizce hazırlık okulunda görev yapan 2 yönetici ve 10 öğretim görevlisi katılmıştır. Program süresince kazanımları, karşılaşılan zorlukları ve programla ilgili önerileri toplamak amacıyla yönetici ve öğretim görevlileriyle yarı yapılandırılmış bire bir görüşmelerin yanı sıra odak grup görüşmeleri, yansıtıcı günlükler ve gözlem formları da kullanılmıştır. Verilerin analizinde içerik analizi kullanılmıştır. Eğitim yöneticileri, mesleki gelişim programının örgüt içindeki iletişimi güçlendirdiğine, örgütsel işleyiş konusunda bilgilendirici olduğuna, öğrenci merkezli öğretim yönteminin benimsenmesini teşvik ettiğine ve öğretim elemanlarının özeleştiri ve artan özgüven sayesinde kişisel gelişimlerine de katkıda bulunduğuna inanmaktadır. Öğretim görevlileri deneyim paylaşımı, eleştirel düşüncenin geliştirilmesi, öğrenci merkezli öğretimin uygulanması ve gelişmiş öğretim becerileri gibi faydaların altını çizmiştir. Zaman yönetimi hem yöneticiler hem de öğretim görevlileri için karşılaşılan zorluklar arasında yer alırken, öğretim görevlileri için bir başka zorluk ders gözlemleri esnasında öğrencilerin gözünde değersiz görülme endişesi olmuştur. Bulgular doğrultusunda, etkinliklerin öğretim görevlilerinin ihtiyaçlarına göre uyarlanması, esnek bir program yapısı sunulması ve öğretim görevlilerinin karşılaşacakları zorluklarla başa çıkmalarına yardımcı olacak destek mekanizmalarının sağlanması önerilmektedir. Bu nedenle gelecekteki araştırmalar daha fazla katılımcı içererek duygusal durumları ve zorlukları bağımsız olarak inceleyebilir.

Keywords

• Mesleki Gelişim
• Öğretim Görevlileri
• Eğitim Yöneticileri
• Eylem Araştırması

Professional Development Activities of Lecturers: An Action Research

Abstract

This action research was designed to examine the professional development program (PDP) of lecturers and the effects of the program’s processes on educational administrators and lecturers. The study involved 2 administrators and 10 lecturers from an English preparatory school at a private university in Istanbul. During the program, to gather insights into the achievements, challenges, and suggestions related to the program, semi-structured one-on-one interviews and focus group discussions were conducted with administrators and lecturers, alongside the use of reflective journals and observation forms. Content analysis was employed to analyze the data. Education administrators believe that the PDP enhanced internal communication within the organization, provided insights into organizational functioning, fostered the adoption of student-centered teaching methods, and contributed to the personal development of lecturers through self-criticism and increased self-confidence. Lecturers highlighted benefits such as experience sharing, critical thinking enhancement, student-centered teaching integration, and improved teaching skills. Time management is a common challenge for both administrators and lecturers, with the added concern among lecturers about being perceived as ineffective by students during teaching observations. In light of the findings, it is recommended to tailor activities to lecturers’ needs, offer a flexible program structure, and provide support mechanisms to help lecturers cope. Future research might involve larger samples and explore emotional states and challenges independently.

Keywords

• Professional Development
• Lecturers
• Education Administrators
• Action Research

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