Eğitim Bilimleri Alanında Lisansüstü Eğitim Gören Öğretmenlerin Yaşam Boyu Öğrenme ve Akademik Yeterlikleri

Abstract

Yaşam boyu öğrenme, bireylerin yaşamları boyunca bilgi, beceri ve yetkinliklerini geliştirmeye yönelik bilinçli ve sürekli bir süreçtir. Öğretmenler açısından bu süreç, mesleki ve kişisel gelişimlerini sürdürmek için öğrenmeye açık olmayı ve bilgi-becerilerini sürekli güncellemeyi gerektirir. Bu araştırma, lisansüstü eğitim alan öğretmenlerin yaşam boyu öğrenme ve akademik yeterliklerini incelemeyi amaçlamaktadır. Temel nitel araştırma deseni kullanılarak yürütülen araştırmanın, çalışma grubu, Türkiye’de bir devlet üniversitesinde Eğitim Bilimleri Anabilim Dalında yüksek lisans veya doktora eğitimi almış 18 öğretmenden oluşmaktadır. Veriler, araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu aracılığıyla toplanmış ve MAXQDA 20 programı kullanılarak betimsel ve içerik analizi ile çözümlenmiştir. Araştırmada, öğretmenlerin yaşam boyu öğrenme ve akademik yeterliklerine ilişkin yedi temel tema ortaya çıkmıştır: (1) kariyer planlaması, (2) girişimcilik planı, (3) bilgiye erişim, (4) yapay zeka kullanımı, (5) yabancı dil öğrenimi, (6) akademik yeterlik ve yaşam boyu öğrenme yeterlikleri ile (7) lisansüstü eğitimin yaşam boyu öğrenmeye katkısı. Bulgular, lisansüstü eğitimin ve akademik gelişimin yalnızca bilgi edinmeyle sınırlı kalmadığını, aynı zamanda öğretmenlerin mesleki pratiklerine ve yaşam boyu öğrenme sürecine yansıdığını göstermektedir. Bu doğrultuda, üniversiteler ve Millî Eğitim Bakanlığı iş birliğiyle öğretmenlerin akademik gelişimini destekleyecek kongre, seminer ve çalıştay gibi etkinliklerin artırılması önerilmektedir.

Keywords

• Yaşam boyu öğrenme
• akademik yeterlik
• lisansüstü eğitim
• eğitim bilimleri
• öğretmen

Lifelong Learning and Academic Competencies of Teachers with Graduate Education in Educational Sciences

Abstract

Lifelong learning is a conscious and continuous process of developing knowledge, skills and competences of individuals throughout their lives. For teachers, this process requires being open to learning and constantly updating their knowledge and skills in order to maintain their professional and personal development. This study aims to examine the lifelong learning and academic competences of postgraduate teachers. The study group of the research, which was conducted using a basic qualitative research design, consisted of 18 teachers who received master's or doctoral education in the Department of Educational Sciences at a state university in Turkey. The data were collected through a semi-structured interview form developed by the researchers and analysed by descriptive and content analysis using MAXQDA 20 software. In the study, seven main themes related to teachers' lifelong learning and academic competences emerged: (1) career planning, (2) entrepreneurship plan, (3) access to information, (4) use of artificial intelligence, (5) foreign language learning, (6) academic competence and lifelong learning competences, and (7) the contribution of postgraduate education to lifelong learning. The findings show that postgraduate education and academic development are not only limited to knowledge acquisition, but also reflected in teachers' professional practices and lifelong learning process. In this direction, it is recommended to increase activities such as congresses, seminars and workshops to support the academic development of teachers in cooperation with universities and the Ministry of National Education

Keywords

• Lifelong learning
• academic competence
• postgraduate education
• educational sciences
• teacher

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