BİT Alanında Öğretmenlerin Uzaktan Gelişimi: Yunanistan’da Pilot Uygulama Olan Deneysel Okullar Örneği

Year 2016, Volume: 5 Issue: 3, 245 - 264, 01.12.2016

Maria Gkountouma Maria Kouklatzidou

Abstract

Bu araştırma, Yunanistan’daki deneysel okullarda çalışan öğretmenlere ilk kez uygulanmış ve eğitimde yeni teknolojilere yönelik olarak öğretmenlerin mesleki gelişimleri için hazırlanmış bir programı sunmayı amaçlamaktadır. Araştırma aynı zamanda öğretmenlerin mesleki gelişim programlarına katılma güdülerini; eğitimde, öğrenme yöntemlerinde ve uygulamalarda teknolojiyi kullanma tutum ve becerilerini incelemektedir. Çalışma, kullanılan programa ilişkin tanımlara ve kullanılan materyallerin yer aldığı internet adresi bağlantılarına yer vermektedir. İki adet çevrimiçi anketten toplanan verilere nicel analiz uygulanmıştır. Bununla birlikte, toplantılarda yapılan tartışmalar ile nicel verileri destekleyici nitel yöntemler uygulanmıştır. Sonuç olarak mesleki gelişim programı tüm aşamalarda oldukça başarılı olmuştur. Araştırmanın bulgularının aydınlattığı bazı gerçekler şu şekilde olmuştur: katılımcılar kendi ilgileri ve mesleki gelişim güdüleri doğrultusunda güdülenmektedirler, karma öğrenmeyi ve mümkünse grup çalışmalarında açıklığı tercih etmektedirler, başladıkları işlerin üstesinden gelerek yeni araçlar keşfetmeye istekli görünmektedirler

Keywords

Mesleki gelişim, uzaktan öğrenme, deneysel okullar, yeni teknolojiler

Distance Teacher Development in ICT. A Case in Pilot Experimental Schools in Greece

Abstract

This research aims to present a teacher development program on new technologies in education delivered for the first time ever to professionals working in Experimental Schools around Greece and also examine, among others, teachers’ motives of participation in professional development programs, their skills and attitudes towards using technology in education, methods of learning and communities of practice. The paper includes a description of the program and links to the material used are provided. Quantitative methods of analysis were employed; two online questionnaires. However, a qualitative methodology was also employed supplementary, drawing material from the forum discussions. Overall, all stages of the professional development program were highly successful. The findings of the research highlighted the fact that participants are motivated mainly by their own personal interests and incentives of professional advancement, they prefer blended learning and group work publicly available, they take up challenges and are eager to explore new tools

Keywords

Professional development, distance learning, dxperimental schools, new technologies

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