Öğretmenlerin Meta-Eğitim Hakkındaki İnançlarının Araştırılması

Year 2025, Issue: 59, 48 - 61

Fatih Kalemkuş , Jale Kalemkuş

https://doi.org/10.33418/education.1658909

Abstract

Öğrencilerin öğrenme deneyimlerini öğretme ve öğrenme ortamlarında iyileştirmek ve kolaylaştırmak amacıyla öğretmenlerin bu ortamlarda güncel teknolojileri kullanmaları 21. yüzyıl öğrencileri için fırsatlar sunmaktadır. Bu güncel teknolojilerden biri de meta-eğitim (metaverse) teknolojisidir. Öğretmenlerin metaverse hakkındaki inançlarının, bu teknolojiyi eğitim ortamlarında kullanmalarını etkileyebileceği düşünülebilir. Bu düşünceden yola çıkarak bu araştırmada, öğretmenlerin meta-eğitime ilişkin inanç düzeylerini belirlemek ve çeşitli değişkenler açısından incelemek amaçlanmıştır. Nicel araştırma yöntemlerinden nedensel karşılaştırma modeli kullanılmıştır. Araştırmanın örneklem seçiminde amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örneklemesi kullanılmış ve araştırma toplam 731 öğretmenin katılımıyla gerçekleştirilmiştir. Araştırma sonucunda öğretmenlerin metaverse hakkındaki inanç düzeylerinin orta düzeyde olduğu belirlenmiştir. Buna dayanarak öğretmenlerin meta-eğitime ilişkin inançlarının ne olumsuz ne de olumlu olduğu söylenebilir. Değişkenlere göre yapılan analiz sonucunda, öğretmenlerin metaverse hakkındaki inançlarının cinsiyete göre farklılaşmadığı, ancak bilimsel bir projede yer alma, metaverse hakkında okuma yapma, eğitimde teknoloji kullanma ve güncel teknolojileri takip etme açısından farklılaştığı belirlenmiştir. Metaverse teknolojisinin eğitimde etkili kullanımı konusunda hem öğretmenlere hem de öğretmen adaylarına uygulamalı eğitimler planlanmalı ve bu teknolojilere olan inançları desteklenmelidir.

Keywords

Metaverse , meta-eğitim , inanç , öğretmen

Investigation of Teachers' Beliefs about Meta-Education

Abstract

In order to improve and facilitate students' learning experiences in teaching and learning environments, teachers' use of current technologies in these environments offers opportunities for 21st-century students. One of these current technologies is meta-education (metaverse) technology. It can be thought that teachers' beliefs about the metaverse may affect their use of this technology in educational environments. Based on this idea, in this research, it was aimed to determine the belief levels of teachers about meta-education and to examine them in terms of various variables. The causal comparison model, one of the quantitative research methods, was utilized. In the sample selection of the study, maximum variation sampling, one of the purposeful sampling methods, was used and the research was carried out with the participation of a total of 731 teachers. As a result of the research, it was determined that teachers' belief levels about the metaverse were at a medium level. Based on this, it can be said that teachers' beliefs about meta-education are neither negative nor positive. As a result of the analysis according to the variables, it was determined that teachers' beliefs about the metaverse did not differ in terms of gender, but they differed in terms of taking part in a scientific project, reading about the metaverse, using technology in education and following current technologies. Practical training should be planned for both teachers and prospective teachers on the effective use of metaverse technology in education, and their beliefs in these technologies should be nurtured.

Keywords

Metaverse , meta-education , belief , teacher

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