Okul Dışı Öğrenme Ortamlarıyla İlgili Öğretmen Adaylarının Görüşlerinin İncelenmesi: Fenomenolojik Bir Araştırma

Year 2025, Issue: 59, 62 - 76

Emine Toker , İzzet Şeref , Oğuzhan Nacaroğlu

https://doi.org/10.33418/education.1664217

Abstract

Bu çalışmanın amacı, farklı alanlarda görev yapacak öğretmen adaylarının okul dışı öğrenme ortamları hakkındaki görüşlerini ortaya koymaktır. Çalışmada nitel araştırma tasarımlarından biri olan fenomenoloji tercih edilmiştir. Çalışmaya, Türkiye'nin Orta Anadolu Bölgesi'nde bulunan bir devlet üniversitesinin eğitim fakültesinde dördüncü sınıfta okuyan dokuz öğretmen adayı (Türkçe eğitimi, sosyal bilgiler eğitimi ve fen bilgisi eğitimi) katılmıştır. Çalışmanın verileri, araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu aracılığıyla elde edilmiştir. Veriler, tümevarımsal içerik analizi ile çözümlenmiştir. Analiz doğrultusunda kodlar, kategoriler ve temalar belirlenmiştir. Sonuç olarak, öğretmen adaylarının okul dışı öğrenme ortamları olarak çoğunlukla müzelere dikkat çektikleri, lisans eğitiminde verilen okul dışı öğrenme ortamları dersinin yeterli olmadığı ve bu derste aktarılan bilgilerin güncel olmadığı düşüncesinde oldukları ortaya çıkmıştır. Ayrıca, okul dışı öğrenmenin kalıcı öğrenme sağlayacağı ve öğrencilerin derse karşı olumlu tutumlar geliştirmelerini sağlayacağı belirlenmiştir. Bu sonuçlara dayanarak, okul dışı öğrenme ortamlarını daha verimli hâle getirmek için farklı eğitim düzeyleri ve farklı yerler için ayrıntılı etkinlik planları oluşturulması önerilmektedir.

Keywords

Öğretmen adayları , okul dışı öğrenme , fenomenoloji

Investigation of the Views of Pre-Service Teachers on Out-of-School Learning Environments: A Phenomenological Research

Abstract

The aim of this study is to reveal the views of pre-service teachers in different fields about out-of-school learning environments. Phenomenology, one of the qualitative research designs, was preferred in the study. The participants of the study consisted of nine preservice teachers (Turkish language teaching, social studies teaching and science teaching) studying in the fourth grade at the faculty of education of a state university in the Central Anatolia Region of Türkiye. The data of the study were obtained through a semi-structured interview form developed by the researchers. The data were analyzed by inductive content analysis. Codes, categories and themes were determined in line with the analysis. As a result, it was found out that pre-service teachers mostly drew attention to museums as out-ofschool learning environments, thought that the out-of-school learning environments course given in undergraduate education was not sufficient and that the information conveyed in this course was not up-to-date. In addition, it was determined that out-of-school learning would provide permanent learning and enable students to develop positive attitudes towards the course. Based on these results, it is recommended to create detailed activity plans for different educational levels and different places in order to make out-of-school learning environments more productive.

Keywords

Pre-service teachers , out-of-school learning , phenomenology

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