The Case of Being a Teacher at Science and Art Centers: A Phenomenological Quantitative Research

Year 2018, Issue: 14, 131 - 148, 25.07.2018

Cem Şenol , Mustafa Akdağ

https://doi.org/10.30786/jef.364281

Cited By: 2

Abstract

The aim of the research is to
examine "the case of being a teacher in Science and Art Centers". 13
teachers selected from Science and Art Centers in three different cities in the
Eastern Anatolia region of Turkey in the 2015-2016 academic year constitute the
study group of this research designed a phenomenological research design of
Qualitative research approach. In the selection of the study group the
criterion sampling method, one of purposive sampling method use in in
phenomenological studies, was used. Semi-structured interview form was used to
collect the data. The preliminary application of the interview form was carried
out with three teachers working in Science and Art Centers. Necessary
adjustments were made to the interview form in accordance with preliminary
application results and expert opinions. Interviews were made with teachers in the study group. Content analysis
method was used in analysis of research data. In this study, it was concluded
that teachers find the system in 2007 (old system) better in general in terms
of the evaluation criteria and validity of the selection of teachers for
Science and Art Centers, and they cannot adopt the system in 2015 (new system)
because it contains subjective evaluation criteria. Teachers are adopting learning
approaches based on learning by doing-experiencing, project-based learning,
trip-observation, active learning and problem based learning while doing
instructional activities. It has been seen that teachers are positive in terms
of being teachers in Science and Art Centers, providing personal/professional
development and occupational satisfaction, enhancing learning-teaching
motivation, being prestigious and having a free learning-teaching environment.
It has been seen that teachers are negative in terms of being teachers in
Science and Art Centers because of long working hours and cannot complete
enough additional tuition fees. It was also concluded that teachers communicate
with students effectively, while their communication with parents is
inadequate. In line with the research results, the following suggestions can be
made: the selection of teachers to the Science and Art Centers should be done
objectively, work should be done for strengthening the teachers the interaction
and co-operation with parents.

 

 

 

Öz: Araştırmanın amacı “Bilim ve Sanat Merkezlerinde öğretmen
olma” olgusunu incelemektir. Nitel araştırma yaklaşımlarından fenomenolojik
desende tasarlanan araştırmanın çalışma grubunu 2015-2016 eğitim-öğretim
yılında Türkiye’nin Doğu Anadolu Bölgesindeki üç farklı şehrinde bulunan Bilim
ve Sanat Merkezlerinden seçilen 13 öğretmen oluşturmaktadır. Çalışma grubunun
seçiminde, fenomenolojik araştırmalarda kullanılan amaçlı örnekleme
yöntemlerinden biri olan ölçüt örnekleme yöntemi kullanılmıştır. Verileri
toplamak amacıyla yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşme
formunun ön uygu­laması Bilim ve Sanat Merkezlerinde görev yapan üç öğretmen
ile gerçekleştirilmiştir. Görüşme formunda, ön uygulama sonuçları ve uzman
kişilerin görüşleri doğrultusunda gerekli düzenlemeler yapılmıştır. Çalışma
grubundaki öğretmenlerle derinlemesine mülakatlarda bulunulmuştur. Araştırma
verileri, içerik analizi yöntemiyle analiz edilmiştir. Araştırmada
öğretmenlerin Bilim ve Sanat Merkezlerine öğretmen seçimine ilişkin 2007’deki
sistemi değerlendirme kriterleri ve geçerliliği itibariyle daha iyi buldukları,
2015’deki sistemi ise subjektif değerlendirme kriterleri içermesi nedeniyle benimseyemedikleri
ortaya çıkmıştır. Öğretmenlerin, yaparak yaşayarak öğrenme, proje temelli
öğrenme, gezi-gözlem, aktif öğrenme ve probleme dayalı öğrenme kapsamında
öğretimsel faaliyetlerini gerçekleştirdikleri belirlenmiştir. Öğretmenlerin,
Bilim ve Sanat Merkezlerinde öğretmen olmayı, kişisel/mesleki gelişime ve
mesleki doyuma katkı sağlaması, öğrenme-öğretme motivasyonunu artırması,
prestijli olması, özgür öğrenme-öğretme ortamının bulunması yönleriyle olumlu
olarak nitelendirdikleri görülmüştür. Öğretmenler, mesainin uzun olmasını, ek
derslerin tamamlanamamasını Bilim ve Sanat Merkezlerinde öğretmen olmanın
olumsuz yönleri olarak nitelendirdikleri görülmüştür. Ayrıca öğretmenlerin
öğrencilerle etkili iletişim içerisinde oldukları, velilerle kurulan iletişimlerinin
ise yetersiz olduğu sonuçlarına ulaşılmıştır. Araştırma sonuçları doğrultusunda
Bilim ve Sanat Merkezlerine öğretmen seçimi, objektif olarak yapılmalıdır,
öğretmenlerin velilerle olan işbirliğini ve etkileşimini güçlendirecek
çalışmalar yapılmalıdır gibi önerilerde bulunulmuştur.

 

Keywords

Science and Art Centers, teachers of gifted and talented, gifted education, phenomenology

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