Avrupa Birliği projelerinin yenilikçilik ve iyi uygulamaları teşvik etmedeki rolü: Okul yöneticilerinin görüşleri

Year 2024, Volume: 14 Issue: 3, 1036 - 1052, 29.09.2024

Mete Sipahioglu , Başak Coşkun

https://doi.org/10.30783/nevsosbilen.1426834

Abstract

Bu çalışma, Türkiye'deki okul müdürlerinin Avrupa Birliği projeleriyle ilgili tecrübelerini ve bakış açılarını inceleyerek; projelerin eğitimde yenilik ve iyi uygulamaları desteklemedeki faydalarını ve proje uygulamada karşılaşılan zorlukları ortaya koymayı amaçlamaktadır. Nitel yöntem ve olgu bilim deseninde yürütülen bu çalışmada, Türkiye'nin farklı şehir ve okul türlerinde görev yapan 20 okul müdürüyle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Verilerin betimsel analizi sonucu, AB projelerinin pedagojik yaklaşımlara, müfredata, teknoloji entegrasyonuna ve uluslararası iş birliklerine etkisi konusunda temalar ortaya çıkmıştır. Bulgular, projelerin bu okullarındaki öğrenci merkezli ve işbirliğine dayalı öğrenmeyi desteklediğini; disiplinlerarası ve küresel perspektiflerin geliştiğini; eğitimde dijitalleşme ve harmanlanmış öğrenmeyi yaygınlaştırdığını, ayrıca kültürlerarası etkileşim ve profesyonel gelişimin de uluslararası işbirliklerinin sonuçları arasında olduğunu göstermektedir. Ancak bu projelerin uygulanmasında kaynak yetersizliği ve mesleki gelişim ihtiyacı gibi zorluklarla da karşılaşıldığı bulgusuna ulaşılmıştır. Çalışma, Türkiye'de eğitimde yeniliklerin ve iyi uygulamaların teşvikinde AB projelerinin rolünü açıklamakta alanyazına katkı sağlarken, politika yapıcılar ile okul yöneticilerine pratik öneriler sunmaktadır.

Keywords

AB Projeleri, Okul Müdürleri, Yenilikler, İyi Uygulamalar, Uluslararası İşbirlikleri

The effect of European Union project on innovativeness and good practices: School principals' perspectives

Abstract

This study aims to reveal the benefits of EU projects in supporting innovation and good practices in education and uncover the challenges faced in project processes through examining the experiences and perspectives of school principals in Türkiye. The study conducted with qualitative research and phenomenological approach involved semi-structured interviews with 20 school principals serving in cities with different population sizes and school levels in Türkiye. The descriptive analysis of the data yielded themes regarding the impact of the EU projects on pedagogical approaches, curriculum development, technology integration and international cooperation. The findings underscore that the EU projects contribute to student centred and collaborative learning; improve interdisciplinary and global perspectives; disseminate digital and hybrid learning; result in intercultural interaction and professional development. However, the findings also presented that the implementation of the projects bore some challenges related to resource shortage and need for professional development. The study contributes to the literature by providing an insight into the role of the EU projects in encouraging innovation in education in Türkiye, and giving practical implications to policymakers and school leaders.

Keywords

EU projects, School principals, Innovations, Good practices, International cooperation

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