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Sosyal Hizmet Öğrencilerinin Sosyal Hizmet Eğitimi Hakkındaki Görüşleri: Bir Odak Grup Çalışması

Year 2019, Volume: 27 Issue: 6, 2413 - 2424, 15.11.2019
https://doi.org/10.24106/kefdergi.3182

Abstract

Bu çalışmanın amacı sosyal hizmet eğitiminin öğrencilerin gözünden değerlendirilmesidir. Bu amaca ulaşmak için iki üniversiteden toplam 23 öğrenci ile yarı yapılandırılmış dört odak grup görüşmesi yapılmıştır. Çalışmaya katılan 23 öğren-cinin dokuzu erkek, on dördü kadındır. Öğrencilerin iki tanesi ikinci sınıfta diğerleri üçüncü sınıfta okumaktadır. Öğrencilerin yaş ortalaması 22,3’tür. Veriler Maxqda programı kullanıla-rak analiz edilmiştir. Analiz sonucunda iki ana tema ortaya çıkmıştır. Bunlar; sosyal hizmet eğitiminde var olan durum ve sosyal hizmet eğitiminden beklentiler ve eğitime yönelik öneri-lerdir. Öğrenciler genel olarak derslere aktif olarak katılmayı istemekte, ezbere dayalı eğitim sistemini eleştirmekte, sosyal hizmet eğitimcisine bu konuda önemli bir rol düştüğünü söyle-mektedirler. Bu kapsamda ikinci temayı oluşturan öğrencilerin önerileri ise verilen eğitimin güncel olaylara duyarlı, uygulama becerisi kazandırmaya yönelik ve aktif öğrenmeyi destekleyen bir tarzda olmasıdır. Ayrıca eğitimcilerin öğrencilere rol model olan, sıcak, içten, eşitlikçi bir ilişki kuran özelliklere sahip olması gerektiğini belirtmişlerdir. Çalışmanın sonuçlarının sosyal hizmet eğitiminin planlanmasına ve yürütülmesine katkı sağlayacağı düşünülmektedir. 

References

  • Alptekin, K. (2016). Başlangıçtan bugüne ve yarına Türkiye’de sosyal hizmet eğitimi [Social work education in Turkey from beginning to today and tomorrow]. Ankara: Atlas Yayınevi.
  • Andron, S. (2013). Rebuilding New Orleans: A community field learning experience. Journal of Teaching in Social Work, 33(3), 297-307. DOI: 10.1080/08841233.2013.795207
  • Arıkan, Ç. (2002). Sosyal hizmet eğitiminde aktif öğrenmeye ilişkin düşünceler [Opinions about active learning in social work educa-tion]. In K.Karataş ve S.İl, (Ed.). Sosyal hizmet eğitiminde yeniden yapılanma I [Reconstruction in social work education I]. (163–169). Ankara: Hacettepe Üniversitesi Sosyal Hizmetler Yüksekokulu.
  • Avant, D. W., Bracy, W. (2015). Teaching note—Using problem-based learning to illustrate the concepts of privilege and oppression. Journal of Social Work Education, 51(3), 604-614. DOI: 10.1080/10437797.2015.1043207
  • Baker, H. E., Brown, P. P. (2015). Teaching retirement financial literacy in an undergraduate gerontology classroom: broadening the concept of the tripodor three-legged stool of retirement ıncome utilizing active learning. Gerontology & Geriatrics Education, 36(4), 416-424. DOI: 10.1080/02701960.2015.1031892
  • Burgess, H. (1992). Problem-led learning for social work: the enquiry and action approach. London: Whiting and Birch.
  • Demirbilek, M.; Çakar, P.; Özcani H.; Önal, B.; Ünal, F.; Ünal, B. (2015). Sosyal hizmet bölümü birinci sınıf öğrencilerinin bölümü tercih etme nedenleri. Sosyal Hizmet Sempozyumu 2015: Türkiye’de Sosyal Hizmet Uygulamasının 50.Yılı: İnsan Değer ve Onurunu Yüceltmek Bildiri Özetleri Kitabı içinde (298-299), 26-28 Kasım 2015, Manisa.
  • Demirbilek, M., Özdemirhan, S., Yiğit, M., Özdemir, L., Yüksel, H., Özdemir, Ö. (2016). Sosyal hizmet son sınıf öğrencilerinin eği-timleriyle ilgili görüşleri ve mesleki beklentileri. International Journal of Social Sciences and Education Research, 2(3), 1044-1058.
  • Erbay, E.; Sevin, Ç. (2103). Hacettepe Üniversitesi sosyal hizmet 4. Sınıf öğrencilerinin eğitim süreçlerine ve gelecekteki meslek yaşam-larına ilişkin görüşleri. Toplum ve Sosyal Hizmet, 24 (1), 25-39.
  • Gaižauskaitė, I. (2012). The use of the focus group method in social work research. Socialinis Darbas Social Work, 11(1), 19–30.
  • Gökçearslan Çifci, E. (2009). Social work profession and social work education in Turkey. World Conference on Educational Sciences, Procedia Social and Behavioral Sciences, 1, (2063–2065).
  • İçağasıoğlu Çoban, A., Polat Uluocak, G. (2011). Bologna süreci sosyal hizmet eğitimine ne getiriyor? [What brings Bologna process to social work education?]. In Sosyal Hizmet Sempozyumu 2011: 50.Yılında Türkiye'de Sosyal Hizmet Eğitimi: Sorunlar, Öncelikler ve Hedefler. Ankara: Hacettepe Üniversitesi.
  • İl, S. (2001). Türkiye’de sosyal hizmet eğitiminde aktif öğrenme [Enquiry and action learning in social work education in Turkey]. Toplum ve Sosyal Hizmet, 12 (2), 99–105.
  • Jaques, D. (2000). Learning in groups. (3rd edn.). London: Kogan Page.
  • Karataş, K., İl, S. (Eds.). (2002). Sosyal hizmet eğitiminde yeniden yapılanma I [Reconstruction in social work education I]. Ankara: Aydınlar Matbaası.
  • Lawrence, S. (2009). The Bologna process: China- Europe forum social work education workshop summary paper from European participants. Retrieved May 2018, from http://www.china-europa-forum.net/bdfdoc-1420_en.html
  • McAleese, M. Bladh, A. Berger, V.Bode, C., Muehlfeit, J.,Petrin, T.,Schiesaro, A., Tsoukalis, L. (2013). High level group on the modernisation of higher education. Report to The European Commission On Improving the quality of teaching and learning in Euro-pe’s higher education institutions, Retrieved August 2016, from http://ec.europa.eu/dgs/education_culture/repository/education/library/reports/modernisation_en.pdf
  • Öğrenci Seçme ve Yükseköğretim Programları ve Kontenjanları Kılavuzu, [ÖSYS]. [Guide to Student Selection and Higher Education Programs and Quotas]. (2017). Retrieved May 2018, from https://dokuman.osym.gov.tr/pdfdokuman/2017/OSYS/LYS/KONTENJANKILAVUZ18072017.pdf
  • Panwar, M., Mathur, D., Chand, G., Dkhaka, M., Singh, R. R., Moxley, D. P. (2014). Action learning in the Indian village as an alter-native to the traditional field practicum in the foundation year of the MSW. Social Work Education, 33(8), 984-997. DOI: 10.1080/02615479.2014.921285
  • Papadaki, V., Katsouli, M., Tournikis, A., Papadaki, E. (2012). ‘How do you feel about studying social work?’—social work students in Greece: Demands, support, feelings about their studies and attitudes towards themselves. Social Work Education, 31(7), 819-834, DOI: 10.1080/02615479.2011.607810
  • Peleg-Oren, N., Aran, O., Even-Zahav, R., Macgowan, M. J., Stanger, V. (2007). An innovative program in social work education. Journal of Teaching in Social Work, 27(3-4), 157-165. DOI: 10,1300/J067v27n03_10
  • Ping, L. X. (2012). Educating a reflective and active social worker: how social work education responds to a social problem. China Journal of Social Work, 5(3), 277-283. DOI: 10.1080/17525098.2012.721526
  • Sha, W., Wong, Y., Lou, V. W. Q., Pearson, V., Gu, D. (2012). Career preferences of social work students in Beijing and Shanghai, Social Work Education, 31(1), 4-21. DOI: 10.1080/02615479.2010.538672
  • Strand, V. C., Abramovitz, R., Layne, C. M. Robinson, H. Way, I. (2014). Meeting the Critical Need for Trauma Education in Social Work: A Problem-Based Learning Approach. Journal of Social Work Education, 50(1), 120-135.
  • The Council of Higher Education [COHE]. (2014). Higher Education System in Turkey. Ankara. Retrieved June 2016, from http://www.yok.gov.tr/documents/10348274/10733291/TR'de+Y%C3%BCksek%C3%B6%C4%9Fretim+Sistemi2.pdf/9027552a-962f-4b03-8450-3d1ff8d56ccc
  • The Council of Higher Education [COHE]. (2016). Retrieved November 2016, from http://www.yok.gov.tr/web/guest/universitelerimiz
  • Tuncay, T., Tufan, B. (2011). Social work education and training in Republican Turkey. In S. Stanley, (Ed.). Social work education in countries of the East: Issues and challenges (543-562). New York: Nova Publishers.
  • Wilson, B. M., Pollock, P. H., Kerstin, H. (2007). Does active learning enhance learner outcomes? Evidence from discussion participa-tion in online classes. Journal of Political Science Education, 3(2), 131-142.
  • Wilson, G., Kelly, B. (2010). Evaluating the effectiveness of social work education: Preparing students for practice learning. British Journal of Social Work, 40, 2431–2449. DOİ: 10.1093/bjsw/bcq019

Social Work Students’ Opinions about Social Work Education: A Focus Group Study

Year 2019, Volume: 27 Issue: 6, 2413 - 2424, 15.11.2019
https://doi.org/10.24106/kefdergi.3182

Abstract

This study aims to present an assessment of social work education from the student’s perspective. In this sense, four semi-structured focus group interviews were held with a total of 23 students from two universities. Nine of the 23 students who participated in the study are male and fourteen are wom-en. Two of the students are in the second class and others are in the third class. The average age of the students is 22.3. MAXQDA was used for the analysis. According to analysis, two themes were found. These are current status of social work education and expectations from the social work education and suggestions. Students were found to be willing to participate actively in the courses, criticizing rote-learning and emphasiz-ing that social work educators play an important role. In this context, the suggestions of the students is that the education given is sensitive to current events, is oriented towards provid-ing practical skills and supports active learning. They also pointed out that educators should have role models, warm, sincere, egalitarian relationships with the students. The results of the study are thought to contribute to the planning and im-plementation of social work education.

References

  • Alptekin, K. (2016). Başlangıçtan bugüne ve yarına Türkiye’de sosyal hizmet eğitimi [Social work education in Turkey from beginning to today and tomorrow]. Ankara: Atlas Yayınevi.
  • Andron, S. (2013). Rebuilding New Orleans: A community field learning experience. Journal of Teaching in Social Work, 33(3), 297-307. DOI: 10.1080/08841233.2013.795207
  • Arıkan, Ç. (2002). Sosyal hizmet eğitiminde aktif öğrenmeye ilişkin düşünceler [Opinions about active learning in social work educa-tion]. In K.Karataş ve S.İl, (Ed.). Sosyal hizmet eğitiminde yeniden yapılanma I [Reconstruction in social work education I]. (163–169). Ankara: Hacettepe Üniversitesi Sosyal Hizmetler Yüksekokulu.
  • Avant, D. W., Bracy, W. (2015). Teaching note—Using problem-based learning to illustrate the concepts of privilege and oppression. Journal of Social Work Education, 51(3), 604-614. DOI: 10.1080/10437797.2015.1043207
  • Baker, H. E., Brown, P. P. (2015). Teaching retirement financial literacy in an undergraduate gerontology classroom: broadening the concept of the tripodor three-legged stool of retirement ıncome utilizing active learning. Gerontology & Geriatrics Education, 36(4), 416-424. DOI: 10.1080/02701960.2015.1031892
  • Burgess, H. (1992). Problem-led learning for social work: the enquiry and action approach. London: Whiting and Birch.
  • Demirbilek, M.; Çakar, P.; Özcani H.; Önal, B.; Ünal, F.; Ünal, B. (2015). Sosyal hizmet bölümü birinci sınıf öğrencilerinin bölümü tercih etme nedenleri. Sosyal Hizmet Sempozyumu 2015: Türkiye’de Sosyal Hizmet Uygulamasının 50.Yılı: İnsan Değer ve Onurunu Yüceltmek Bildiri Özetleri Kitabı içinde (298-299), 26-28 Kasım 2015, Manisa.
  • Demirbilek, M., Özdemirhan, S., Yiğit, M., Özdemir, L., Yüksel, H., Özdemir, Ö. (2016). Sosyal hizmet son sınıf öğrencilerinin eği-timleriyle ilgili görüşleri ve mesleki beklentileri. International Journal of Social Sciences and Education Research, 2(3), 1044-1058.
  • Erbay, E.; Sevin, Ç. (2103). Hacettepe Üniversitesi sosyal hizmet 4. Sınıf öğrencilerinin eğitim süreçlerine ve gelecekteki meslek yaşam-larına ilişkin görüşleri. Toplum ve Sosyal Hizmet, 24 (1), 25-39.
  • Gaižauskaitė, I. (2012). The use of the focus group method in social work research. Socialinis Darbas Social Work, 11(1), 19–30.
  • Gökçearslan Çifci, E. (2009). Social work profession and social work education in Turkey. World Conference on Educational Sciences, Procedia Social and Behavioral Sciences, 1, (2063–2065).
  • İçağasıoğlu Çoban, A., Polat Uluocak, G. (2011). Bologna süreci sosyal hizmet eğitimine ne getiriyor? [What brings Bologna process to social work education?]. In Sosyal Hizmet Sempozyumu 2011: 50.Yılında Türkiye'de Sosyal Hizmet Eğitimi: Sorunlar, Öncelikler ve Hedefler. Ankara: Hacettepe Üniversitesi.
  • İl, S. (2001). Türkiye’de sosyal hizmet eğitiminde aktif öğrenme [Enquiry and action learning in social work education in Turkey]. Toplum ve Sosyal Hizmet, 12 (2), 99–105.
  • Jaques, D. (2000). Learning in groups. (3rd edn.). London: Kogan Page.
  • Karataş, K., İl, S. (Eds.). (2002). Sosyal hizmet eğitiminde yeniden yapılanma I [Reconstruction in social work education I]. Ankara: Aydınlar Matbaası.
  • Lawrence, S. (2009). The Bologna process: China- Europe forum social work education workshop summary paper from European participants. Retrieved May 2018, from http://www.china-europa-forum.net/bdfdoc-1420_en.html
  • McAleese, M. Bladh, A. Berger, V.Bode, C., Muehlfeit, J.,Petrin, T.,Schiesaro, A., Tsoukalis, L. (2013). High level group on the modernisation of higher education. Report to The European Commission On Improving the quality of teaching and learning in Euro-pe’s higher education institutions, Retrieved August 2016, from http://ec.europa.eu/dgs/education_culture/repository/education/library/reports/modernisation_en.pdf
  • Öğrenci Seçme ve Yükseköğretim Programları ve Kontenjanları Kılavuzu, [ÖSYS]. [Guide to Student Selection and Higher Education Programs and Quotas]. (2017). Retrieved May 2018, from https://dokuman.osym.gov.tr/pdfdokuman/2017/OSYS/LYS/KONTENJANKILAVUZ18072017.pdf
  • Panwar, M., Mathur, D., Chand, G., Dkhaka, M., Singh, R. R., Moxley, D. P. (2014). Action learning in the Indian village as an alter-native to the traditional field practicum in the foundation year of the MSW. Social Work Education, 33(8), 984-997. DOI: 10.1080/02615479.2014.921285
  • Papadaki, V., Katsouli, M., Tournikis, A., Papadaki, E. (2012). ‘How do you feel about studying social work?’—social work students in Greece: Demands, support, feelings about their studies and attitudes towards themselves. Social Work Education, 31(7), 819-834, DOI: 10.1080/02615479.2011.607810
  • Peleg-Oren, N., Aran, O., Even-Zahav, R., Macgowan, M. J., Stanger, V. (2007). An innovative program in social work education. Journal of Teaching in Social Work, 27(3-4), 157-165. DOI: 10,1300/J067v27n03_10
  • Ping, L. X. (2012). Educating a reflective and active social worker: how social work education responds to a social problem. China Journal of Social Work, 5(3), 277-283. DOI: 10.1080/17525098.2012.721526
  • Sha, W., Wong, Y., Lou, V. W. Q., Pearson, V., Gu, D. (2012). Career preferences of social work students in Beijing and Shanghai, Social Work Education, 31(1), 4-21. DOI: 10.1080/02615479.2010.538672
  • Strand, V. C., Abramovitz, R., Layne, C. M. Robinson, H. Way, I. (2014). Meeting the Critical Need for Trauma Education in Social Work: A Problem-Based Learning Approach. Journal of Social Work Education, 50(1), 120-135.
  • The Council of Higher Education [COHE]. (2014). Higher Education System in Turkey. Ankara. Retrieved June 2016, from http://www.yok.gov.tr/documents/10348274/10733291/TR'de+Y%C3%BCksek%C3%B6%C4%9Fretim+Sistemi2.pdf/9027552a-962f-4b03-8450-3d1ff8d56ccc
  • The Council of Higher Education [COHE]. (2016). Retrieved November 2016, from http://www.yok.gov.tr/web/guest/universitelerimiz
  • Tuncay, T., Tufan, B. (2011). Social work education and training in Republican Turkey. In S. Stanley, (Ed.). Social work education in countries of the East: Issues and challenges (543-562). New York: Nova Publishers.
  • Wilson, B. M., Pollock, P. H., Kerstin, H. (2007). Does active learning enhance learner outcomes? Evidence from discussion participa-tion in online classes. Journal of Political Science Education, 3(2), 131-142.
  • Wilson, G., Kelly, B. (2010). Evaluating the effectiveness of social work education: Preparing students for practice learning. British Journal of Social Work, 40, 2431–2449. DOİ: 10.1093/bjsw/bcq019
There are 29 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Seda Attape Özden This is me 0000-0002-2488-9583

Melike Tekindal This is me 0000-0002-3453-3273

Publication Date November 15, 2019
Acceptance Date December 3, 2018
Published in Issue Year 2019 Volume: 27 Issue: 6

Cite

APA Attape Özden, S., & Tekindal, M. (2019). Social Work Students’ Opinions about Social Work Education: A Focus Group Study. Kastamonu Education Journal, 27(6), 2413-2424. https://doi.org/10.24106/kefdergi.3182

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