Öğretmenlerin Çevrim içi Eğitime İlişkin Hizmet İçi Eğitim Gereksinimlerinin Belirlenmesi

Year 2021, Issue: 51, 345 - 367, 30.06.2021

Barış Avcı Meral Güven

https://doi.org/10.53444/deubefd.882866

Cited By: 6

Abstract

MEB hizmet içi gelişime yönelik seminer ve kurs planları, üniversitelerin ders katalogları, alanyazın taraması ile ulusal ve uluslararası raporlardaki veriler incelendiğinde öğretmenlerin çevrim içi programa yönelik yeterli donanıma sahip olmadığı sonucuna ulaşılmıştır. Bu doğrultuda, bu temel nitel araştırmanın amacı öğretmenlerin çevrim içi eğitime ilişkin hizmet içi eğitim gereksinimlerinin belirlenmesidir. Bu bağlamda altı alan uzmanının görüşleri doğrultusunda geliştirilen pedagoji, yönetsel, sosyal ve teknik olmak üzere 4 bölümden oluşan yarı yapılandırılmış görüşme formları ile veriler toplanmıştır. Görüşmeler, analiz edilmek üzere katılımcıların da onayıyla ses kaydına alınmıştır. Kodlamaların geçerlik-güvenirliğini sağlamak amacıyla da bir alan uzmanın görüşüne başvurulmuş ve kodlamaların %30’u kontrol edilerek yüksek bir uyum elde edilmiştir. Sonuç olarak öğretmenlerin etkileşim sağlama, öğrencilerin farklı alanlardaki gelişiminin desteklenmesi ve değerlendirme alanlarının yanı sıra, dijital araç kullanımı, içerik üretimi, açık eğitim kaynakları alanları başta olmak üzere öğrenme desteği ile öğrenme ortamı oluşturmaya yönelik olarak eğitim gereksinimleri bulunmaktadır. Buna ek olarak, yabancı dil yeterliğinin arttırılması, öğrenme stil/stratejilerinin uyarlanması, telif hakları, öğrencilere psikolojik ve sosyal destek sağlanması ile test hazırlama ve yöntem-teknik kullanımı alanlarında mesleki gelişim gereksinimleri bulunduğu sonucuna ulaşılmaktadır.

Keywords

çevrim içi eğitim, hizmet içi eğitim, gereksinim belirleme, K-12

Identifying Training Needs of In-Service Teachers for Online Education

Abstract

When the Ministry of Education’s seminars and course plans intended for in-service training, the academic catalogues of the universities, the literature review and national and international reports are analyzed, it has been inferred that the teachers aren’t equipped with the necessary skills needed for online education. The aim of this basic qualitative study is to identify training needs of in-service teachers for online education. In this context, data were collected with semi-structured interview forms consisting of 4 sections: pedagogy, managerial, social and technical developed in accordance with the suggestions of six field experts. The interviews were recorded with the approval of the participants for analysis. In order to ensure the validity and reliability of coding, a field expert checked 30% of the codes and high level of intercoder reliability established. As a result, teachers need training to provide interaction, supporting the development of students in different fields and creating a supportive learning environment, especially in the areas of use of digital tools, content production, open educational resources, as well as evaluation. In addition, it is found that there are professional development requirements in the fields of increasing foreign language proficiency, adapting learning styles/strategies, copyrights, providing psychological and social support to students, and preparing tests and using methods and techniques.

Keywords

online education, in-service training, needs analysis

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