Okul-dışı Öğrenmeye Yönelik Öğretmen Mesleki Gelişim Programından Mentorlük Desteği Alan Öğretmenin Öğrencilerine Yansıyan Etkileri- Bir Örnek Olay Çalışması

Year 2019, , 2311 - 2330, 15.09.2019

Ceyhan Çiğdemoğlu Ayşegül Tekeli Fitnat Köse

https://doi.org/10.24106/kefdergi.3521

Cited By: 6

Abstract

Bu çalışmanın amacı, bilim merkezleri gibi okul dışı
öğrenme ortamlarının imkânlarını okul müfredatına etkili bir şekilde entegrasyonunu
destekleyen BİLMER (bilim merkezlerine yönelik mesleki gelişim projesinin kısa
kullanımı) projesi eğitimlerine katılmış bir öğretmenin, öğrencileri ile
yürüttüğü proje tabanlı öğrenme sürecinde proje ekibinden aldığı mentorlük desteğinin
öğrencilerine ve kendisine yansıyan etkilerini ortaya çıkarmaktır. Bu çalışmada
örnek olay yöntemi kullanılmış; veriler öğretmen ve öğrencilerinden nitel yollarla
toplanmıştır. Çalıştaya katılan kimya öğretmeni proje ekibinden aldığı mentorlük
süresince izlenmiş ve öğrencileri ile yürüttükleri projeler sırasında
gözlemlenmiştir. Verilerin analiziyle, öğrencilerin proje tabanlı öğrenme sürecindeki
görüşleri ve kazanımları ortaya çıkartılmıştır. Bulgular, öğrencilerin
kavramsal, duyuşsal, bilimin doğası ile ilgili anlayışlar, disiplinler arası
ilişkiler ve çevreye duyarlılığı gibi konularda önemli kazanımlar edindiğini
ortaya koymuştur. Ayrıca, öğrenci günlüklerinden elde edilen veriler öğrencilerin
kariyer planlamalarının, hatta meslek seçimlerinin ve geleceğe bakış açılarının
değiştiğini göstermiştir. Bu araştırmanın sonuçlarına dayanarak,
öğretmenlere sunulacak mesleki gelişim eğitimlerinin etkili ve sürdürülebilir
olabilmesi için mesleki gelişim programlarına katılan öğretmenlere mentorlük
desteğinin de sağlanmasının önemli olduğu tespit edilmiştir. 

Keywords

öğretmen mesleki gelişimi, mentorlük, proje tabanlı kimya öğretimi, okul dışı öğrenme ortamları.

The Impacts of A Teacher Who Received Mentorship Support from A Teacher Professional Development Program for Informal Learning on Students' Reflections - A Case Study

Abstract

The aim of this study is to reveal the
effects of a mentoring process on a teacher who has participated in BILMER (abbreviation
of the project that develops a professional development program for science
centers) project workshops which support the integration of extracurricular
learning environments such as Science Centers into school curricula, and the
effect of the mentoring process regarding project-based learning over the
students. In this study, case study method was used; data were collected from
the teacher and her students through qualitative tools. The chemistry teacher
who participated in the workshop was followed during the mentoring period and
she was observed during the projects-based activities conducted with the
students. Data analysis reveals students' views regarding the projects based
learning and their gains concerning the process. Findings indicate that
students have achieved significant gains in terms of conceptual aspects,
affective aspects, and understanding of the nature of science,
interdisciplinary aspects, and awareness about the environment. In addition,
data gathered from student diaries showed that students' career planning, even
career choices and their future perspectives have changed after the implementation.
Based on the findings, the importance of providing mentorship support to
teachers in professional development programs is stressed from many aspects, so
that it can be ensured that professional development programs to be offered to
teachers are effective and sustainable.

Keywords

teachers’ professional development, mentoring, project-based chemistry learning, informal learning environments

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