Hayaller Gerçek Olur Mu? Yönetici ve Öğretmenlerin 2023 Vizyon Belgesine İlişkin Görüşleri

Year 2023, Issue: 58, 2905 - 2921, 27.12.2023

Gürcü Ebru Özkılıç , Melek Karaca , Oktay Kızkapan , Oktay Bektas

https://doi.org/10.53444/deubefd.1336510

Abstract

Araştırmada, yönetici ve öğretmenlerin 2023 Vizyon Belgesi (VB) hakkındaki görüşlerini belirlemek amaçlanmaktadır. Çalışma fenomenoloji deseni ile gerçekleştirilmiştir. Araştırmanın örneklemini 2020-2021 eğitim öğretim yılında Şanlıurfa Siverek ilçesinde Milli Eğitim Bakanlığında farklı branşlarda görev yapan toplam sekiz öğretmen ve eğitim yöneticisi oluşturmaktadır. Araştırmanın çalışma grubu ölçüt örnekleme ile belirlenmiştir. Araştırmanın verileri 13 sorudan oluşan yarı yapılandırılmış görüşme yoluyla toplanmış ve betimsel analiz kullanılarak analiz edilmiştir. Analizde elde edilen sonuçlar on bir başlık altında raporlanmıştır; VB’nin kültürü, insanı ve evrensel değerleri dikkate alan, öğrencilerin çok yönlü gelişimini hedefleyen, mesleki eğitime önem veren, farklı becerileri ölçebilecek süreç değerlendirmeleri içeren, eğitim çalışanlarının özlük haklarını iyileştirici hedeflere sahip olduğu belirlenmiştir. VB çalışanların mesleki gelişimlerini artırmayı, altyapı sorunlarını çözmeyi ve bölgesel farklılıkları azaltmayı, eğitimde fırsat eşitliğini sağlamayı, kurumlar arasında ortak bir veri tabanı oluşturulmasını, veri kaynaklarının geliştirilmesini ve etkin kullanılmasını hedeflemektedir. Özel gereksinimli öğrencileri destekler, okullarda zorunlu eğitimi teşvik eder. Erken yaş eğitimini ve yaşam boyu öğrenmeyi esas alır. Mevcut koşullar ve olanaklar gözetilmediği için VB'nin planlanan zamanda uygulanmasının mümkün olamayacağı görüşü ortaya çıkmıştır. Bu çalışma 2023 eğitim Vizyonu konusuna ilgi duyan Vizyonun ne kadarının uygulandığını ya da bilindiğini merak eden paydaşlara ve araştırmacılara yol gösterici olabilir. Bundan sonra yapılacak reformlar için somut bir örnek olabilir.

Keywords

2023 eğitim vizyonu, eğitim politikası, fenomenoloji

Do Dreams Come True? Teachers' and Administrator’s Views on the 2023 Vision Document

Abstract

The research aims to determine the views of administrators and teachers about the 2023 Vision Document (VD). The study was carried out with the phenomenology design. The sample of the research consists of a total of eight teachers and education administrators in different disciplines working at the Ministry of National Education in Şanlıurfa Siverek district in the 2020-2021 academic year. The study group of the research was determined by criterion sampling. The data of the study were collected through a semi-structured interview consisting of 13 questions and analyzed using descriptive analysis. The results of the analysis are reported under eleven headings. That is, VD has objectives that take culture, people, and universal values into account, target the all-round development of students, give importance to vocational education, include process evaluations that can measure different skills, and improve the personal rights of education employees. VD aims to increase the professional development of employees, solve infrastructure problems and reduce regional disparities, ensure equality of opportunity in education, create a common database among institutions, and develop and effectively use data sources. VD supports students with special needs and encourages compulsory education in schools. It is based on early education and lifelong learning. Since the current conditions and possibilities were not taken into consideration, it does not seem possible to implement the VD in the planned timeframe. This study can be a guide for stakeholders and researchers who are interested in the 2023 Education Vision and wonder how much of the VD is implemented or known. This research can inform future reforms.

Keywords

2023 education vision, education policy, phenomenology

References

• Akilli, C., Yildiz, M., Ates, A., & Ates, N. (2020). Managers' opinions on the functionality of design skill workshops. In Zahal, O. (Ed.) Theory and Research in Educational Sciences (pp. 29-46). Ankara.
• Akkaya, C. (2020). Managers' views on the changes to be made in basic education within the scope of the 2023 Education Vision. [Unpublished master's thesis]. Pamukkale University.
• Akyildiz, S., Yurtbakan, E., & Tok, R. (2019). The evaluation of primary school teachers’ of 2023’s education Vision views on the politics about their professional development. Journal of National Education Binding, 48(1), 827-852.
• Alan Held, D. (2015). Example country in education: Norway. https://doi.org/indigodergisi.com/2015/04/norvecte-cocuk-egitmek Baltaci, A. (2019). The qualitative research process: how to conduct a qualitative research? Journal of Ahi Evran University Institute of Social Sciences, 5(2), 368-388. https://doi.org/10.31592/aeusbed.598299/
• Baltaci, A., & Coskun. M. K. (2019). Teacher perceptions regarding the 2023 educational vision. HAYEF: Journal of Education, 16(2), 130-155.
• Bektaş, O. (2021). Qualitative data analysis. M. Çelebi (Ed.). Qualitative research methods. Pegem Academy. Blumenfeld, S. L. (1993) Nea: Trojan Horse in American Education. (7th ed.) Paradigm.
• Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed methods approaches. Sage Publications.
• Dogan, S. (2019). School administrators and teachers' views regarding 2023 education vision document. Cumhuriyet International Journal of Education, 8(2), 571-592.
• Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. T. (1993). Doing naturalistic inquiry: A guide to methods. Beverly Hills.
• Glennerster, R., Kremer, M., Mbiti, I., & Takavarasha, K. (2011). Access and quality in the Kenyan education system: A review of the progress, challenges and potential solutions. Kenya Education Research Database. http://kerd.ku.ac.ke/123456789/1571
• Glesne C (2013). Introduction to qualitative research (3rd ed.). (A. Ersoy, P. Yalçınoğlu, Trans.). Anı Publishing Grill, J. (2002). Adult education; cheat sheet for thr masters’ comps. http://www.fsu.edu/~adult-ed/jenny/philosophy.html
• Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry.
• Educational Communication and Technology Journal, 30(4), 233-252.
• Guclu, N., & Bayrakci, M. (2004). Education system of the Unied States of America and no child left behind act. Journal of Ahi Evran University Kirsehir Education Faculty, 5(2), 51-64.
• Han, B., & Elcicek, Z. (2018). Evaluation of the 2023 Education Vision. International Social Sciences and Education Conference (ISSEC 2018), 5(1), 22-42. https://doi.org/10.46452/baksoder.833404
• Houser, J. (2015). Nursing research: reading, using, and creating evidence. (3rd ed.). Jones ve Bartlett Learning
• Iltas, N. (2000). The Birth of Philosophy. www.öğretmenlersitesi.com/yazi/arsiv/necatiltas/felsefe01.htm Jakubowski, M. (2015). Opening up opportunities:Eeducation reforms in Poland. IBS Policy Papers.
• Karaca, I., & Karaca, N. (2021). An Examination of the 2023 Vision Document in terms of digitalization. National Journal of Education Academy, 5(1), 1-8. https://doi.org/10.32960/uead.855514
• Kartal, S. (2019). The Education Vision 2023: Varying/stable promises. The Journal of Turk & Islam World Social Studies. 6(21), 1-20.
• Korucuk, M. (2019). Teacher-oriented evaluation of the teacher strategy document (2017-2023) and 2023 Education Vision. The Journal of International Educational Sciences 6(19), 75-91.
• Koc, A., & Unal, O. (2018). Examining the opinions of social studies teachers on 2023 Education Vision. Journal of Innovative Research in Social Studies, 1(2), 65-79.
• Kurt, M., & Duran, E. (2019). Teachers' views on 2023 education vision. International Journal of New Approaches in Social Studies, 3(1), 90-106.
• Levent, F., & Gokkaya, Z. (2014). Education policies underlying south korea's economic success, Journal Plus Education. 10(1), 275-291.
• Lincoln, S. Y., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, Sage.
• MEB, (2018). 2023 education vision. https://www.gmka.gov.tr/dokumanlar/yayinlar/2023_E%C4%9Fitim%20Vizyonu.pdf
• Minaz, M. B., & Dikmen, H. (2019). 2023 vision document regarding the opinions of school administrators. Turkish Studies-Educational Sciences, 14(3), 699–722.
• Ministry of Education New Zealand (2018). Changes in education. https://www.education.govt.nz/our-work/changes-in-education/
• OECD (Organization for Economic Co-operation and Development). (2012). Lessons from PISA for Japan, strong performers and successful reformers in education. OECD Publishing. http://dx.doi.org/10.1787/9789264118539-en
• Ozel, D., & Cetinkaya Yıldız, E. (2020). Inclusive education and ecological model. Journal of Inclusive Education in Research and Practice, 1(2), 16-28.
• Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (3. Baskıdan Çeviri, Çeviri Editörleri: M. Bütün ve S.B. Demir.). Pegem Akademi.
• Resnik, J. (2007). The democratisation of the education system in France after the Second World War: A neo-Weberian glocal approach to education reforms. British Journal of Educational Studies, 55(2), 155-181. https://doi.org/10.1111/j.1467-8527.2007.00372.x
• Sarıkaya S., & Gemalmaz A. (2021). Factors related to exam anxiety. Jour Turk Fam Phy 2021, 12(2), 99-107. https://doi.org/10.15511/tjtfp.21.00297
• Schleicher, A. (2011). Lessons from PISA about some of the world’s best-performing education systems. Low, L.E. (Ed.). Lessons From PISA: Vol.2. National Institute of Education, Singapore.
• Sezgin, S., & Firat, M. (2020). Transition to distance education and the danger of digital divide in the Covid-19 pandemic. Journal of Open Education Practices and Research (AUAd), 6(4), 37-54.
• Sharts Hopko, N. C. (2002). Assessing rigor in qualitative research. Journal of the Association of Nurses In Aids Care, 13(4), 84-86.
• Solak, Y., & Karatas, S. (2020). The views of educational managers about 2023 education Vision. Akdeniz Journal of Education, 3(2), 1-18.
• Stewart, W. (2003). Foundations of Education (Educ 2112, lesson notes). http://www.opsu.edu/education/Stewart/presentations/Chapter 11 Handouts with slides.pdf.
• Sahin, I. (2005). Humanism and education. Electronic Journal of Social Sciences. 3(11), 47-55.
• Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. State University of New York Press.
• Yuda, M., & Itoh, S. (2006). Utilization of geographic information systems in education reform in Japan. Paper presented at the 9th AGILE Conference on Geographic Information Science, Visegrád, Hungary.