Abstract
General purpose of this study was to determine the situation of primary schools’ being professional learning societies. Survey model was used in the study. Target population of the study was the teachers working in the primary schools at Demirci in Manisa and Sincan in Ankara. The scale had 3 subdimensions; the whole scale explained 68% of variance, reliability coefficient of the scale was .97. In the analysis of the data gathered in the study descriptive statistics, mean, standard deviation, t-test and F test are used. It was found out that teachers highly agreed the level of sharing the aim of their schools and these aims’ focusing on learning, the level of primary schools’ possessing cooperative professional development activities and teachers participation in decisions and level of being supported. According to the findings, it is possible to state that primary schools are professional learning societies on a large scale.
References
- 1. CDEST (2001). Making Better Connections: Models of teacher Professional development fort he integration of information and communication technology into classroom practice. Commonwealth Department of Education Science and Training
- 2. Louis, K. S., Kruse, S. D., and Associates. (1995). Professionalism and Community: Perspectives on Reforming Urban Schools. Thousand Oaks, CA: Corwin Press.
- 3. Annenberg Institute for School Reform. (2003). Professional Learning Communities That Improve Instruction. Brown University.
- 4. Fullan, M. (1999). Change Forces: The Sequel. London: Falmer Press.
- 5. Langer, J. A. (2000). “Excellence in English in Middle and High School: How Teachers’ Professional Lives Support Student Achievement.” American Educational Research Journal 37, 397–439.
- 6. Little, J. W. & McLaughlin, M. W. (Eds.) (1993). Teachers’ Work: Individuals, Colleagues, and Contexts. New York: Teachers College Press.
- 7. Louis, K. S., Kruse, S. D., and Marks, H.M.( 1996 ). “ Schoolwide Professional Development .” In F. Newmann and Associates, Authentic Achievemen: Resructuring Schools for Intellectual Quality, 170-203 .San Francisco: Jossey- Bass.
- 8. Newmann, F.M. and Associates. (1996). Authentic Achievement: Restructuring Schools for Intellectual Quality. San Francisco: Jossey-Bass.
- 9. Lee ,V.E., Smith, J.B., and Croninger, R.G.( 1995). “ Another Look at High School Restructuring.” Issues in Restructuring Schools. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wiscansin-Madison
- 10. Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı. Kuram ve uygulamada eğitim yönetimi. Ankara: PegemA Yayıncılık.
- 11. Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayınevi.
Abstract
Bu araştırmanın genel amacı, ilköğretim okullarının mesleki öğrenme topluluğu olma durumlarının ortaya konulmasıdır. Araştırmada tarama modeli kullanılmıştır. Araştırmanın hedef evreni Manisa’nın Demirci ve Ankara’nın Sincan ilçelerindeki ilköğretim okullarında görev yapan öğretmenlerdir. Ölçme aracı 3 alt boyuttan oluşmakta olup, ölçeğin tamamı varyansın % 68’ini açıklamakta iken; ölçeğin alpha güvenirlik katsayısı ise ,97’dir. Araştırmadan elde edilen verilerin analizinde; betimsel istatistikler, aritmetik ortalama, standart sapma, t-testi ve F testi kullanılmıştır. ilköğretim okullarının amaçlarının öğretmenler tarafından paylaşılma ve bu amaçların öğrenmeye odaklanma düzeyine; ilköğretim okullarının işbirlikçi mesleki gelişim faaliyetlerine sahip olma düzeyine ve ilköğretim okullarında öğretmenlerin karara katılma ve desteklenme düzeyine öğretmenlerin büyük ölçüde katıldıkları ortaya çıkmıştır. Bu bulgular doğrultusunda ilköğretim okullarının büyük ölçüde mesleki öğrenme topluluğu olduğu sonucuna ulaşmak mümkündür.
References
- 1. CDEST (2001). Making Better Connections: Models of teacher Professional development fort he integration of information and communication technology into classroom practice. Commonwealth Department of Education Science and Training
- 2. Louis, K. S., Kruse, S. D., and Associates. (1995). Professionalism and Community: Perspectives on Reforming Urban Schools. Thousand Oaks, CA: Corwin Press.
- 3. Annenberg Institute for School Reform. (2003). Professional Learning Communities That Improve Instruction. Brown University.
- 4. Fullan, M. (1999). Change Forces: The Sequel. London: Falmer Press.
- 5. Langer, J. A. (2000). “Excellence in English in Middle and High School: How Teachers’ Professional Lives Support Student Achievement.” American Educational Research Journal 37, 397–439.
- 6. Little, J. W. & McLaughlin, M. W. (Eds.) (1993). Teachers’ Work: Individuals, Colleagues, and Contexts. New York: Teachers College Press.
- 7. Louis, K. S., Kruse, S. D., and Marks, H.M.( 1996 ). “ Schoolwide Professional Development .” In F. Newmann and Associates, Authentic Achievemen: Resructuring Schools for Intellectual Quality, 170-203 .San Francisco: Jossey- Bass.
- 8. Newmann, F.M. and Associates. (1996). Authentic Achievement: Restructuring Schools for Intellectual Quality. San Francisco: Jossey-Bass.
- 9. Lee ,V.E., Smith, J.B., and Croninger, R.G.( 1995). “ Another Look at High School Restructuring.” Issues in Restructuring Schools. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wiscansin-Madison
- 10. Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı. Kuram ve uygulamada eğitim yönetimi. Ankara: PegemA Yayıncılık.
- 11. Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayınevi.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Research Article |
| Authors | |
| Publication Date | January 1, 2011 |
| Published in Issue | Year 2011 Volume: 19 Issue: 1 |