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Okul Yöneticilerinin Eğitiminde Dijital Olumlu Öyküleme Yönteminin Kullanımına Yönelik Bir Model Önerisi

Year 2019, Volume: 46 Issue: 46, 18 - 38, 22.05.2019
https://doi.org/10.9779/pauefd.452588

Abstract

Her yaş grubunun
eğitimi sürecinde kullanılabilen dijital öyküleme, son zamanlarda yetişkin
eğitim sürecinde de kullanılmaktadır. Çünkü dijital öyküleme, yetişkin
eğitiminin deneyimlere dayanma ve kendini yönlendirme özelliklerinin rahatlıkla
gerçekleştirilmesini sağlayabilmektedir. Bu yönü ile dijital öyküleme okul
yöneticilerinin birer lider olarak yetiştirilmesinde etkili kullanılabilecek
bir yöntem olarak düşünülmektedir. Bu çalışmada dijital öyküleme yönteminin
kullanıldığı bir okul yöneticisi eğitim programı modelinin önerilmesi
amaçlanmıştır. Çalışmada ilk olarak dijital öykülemenin eğitim alanında ve okul
yöneticilerinin yetiştirilmesinde kullanımı ele alınmış daha sonra da dijital
olumlu öyküleme yönteminin okul yöneticilerinin eğitim sürecinde
kullanılabilirliğine ilişkin model önerisi sunulmuştur. Hazırlanan modelde
olumlu sorgulama prensiplerinden biri olan olumlu öyküleme yöntemi
kullanılmıştır. Bu nedenle modeldeki eğitim programının merkezinde, etkili
okulların başarılı okul yöneticilerinin gerçekleştirdikleri örgütsel gelişmeler
ve değişimler ile kariyer hikâyeleri yer almaktadır. Her ne kadar olumlu
sorgulama ve dijital öykülemenin yönetici/lider eğitiminde ve yetiştirmede
etkililiği üzerinde alanyazında bir fikir birliği söz konusu olsa da ikisinin
bir arada kullanıldığı modelin işlevselliği ancak deneysel araştırmalarla
ortaya konulabilir.

References

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A Model Suggestion on the Use of Digital Positive Storytelling Method in the Training of School Administrators

Year 2019, Volume: 46 Issue: 46, 18 - 38, 22.05.2019
https://doi.org/10.9779/pauefd.452588

Abstract

Digital storytelling, which can be used in
the education process of every age group, has recently been used in the adult
education process. Because digital storytelling allows adult education to rely
on experience and to facilitate self-directedness. In this respect, digital storytelling
is considered as a method that can be effectively used as a leader of school
administrators. In this study, it is aimed to propose a school administrator training program model in
which digital storytelling method is used. In the study, firstly, the use of
digital storytelling in the field of education and in the training of school
administrators was discussed, and then a model proposal for the use of digital appreciative storytelling method in
school administrators' education process was presented. In the prepared model,
a appreciative storytelling
method which is one of the principles of appreciative inquiry was used. For this reason, at the center of the
training program, there are organizational developments, changes and career
stories realized by successful school administrators of effective schools.
Although there is a consensus on the effectiveness of positive appreciative and digital storytelling in manager / leader education
and training, the functionality of the model in which both positive appreciative and digital storytelling are
used together can only be demonstrated through empirical research.

References

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  • Akın, U. (2012). Okul yöneticilerinin seçimi ve yetiştirilmesi: Türkiye ve seçilmiş ülkelerden farklı uygulamalar, karşılaştırmalar. AİBÜ Sosyal Bilimler Enstitüsü Dergisi, 12(2), 1-30.
  • Alismail, H. A. (2015). Integrate digital storytelling in education. Journal of Education and Practice, 6(9), 126-129.
  • Armstrong, S. (2003). The power of storytelling in education. Snapshots, 11-20.
  • Auvinen, T., Aaltio, I., & Blomqvist, K. (2013). Constructing leadership by storytelling–the meaning of trust and narratives. Leadership & Organization Development Journal, 34(6), 496-514.
  • Avery, D., Tonidandel, S., Griffith, K., & Quiñones, M. (2003). The impact of multiple measures of leader experience on leader effectiveness: New insights for leader selection. Journal of Business Research, 56, 673.
  • Bakioğlu, A., Özcan, K. ve Hacıfazlıoğlu, Ö. (2002). Okul yöneticilerinin mentor yoluyla yetiştirilme ihtiyacı. 21. Yüzyıl Eğitim Yöneticilerinin Yetiştirilmesi Sempozyumu, 16-17 Mayıs 2002. Ankara, Türkiye.
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  • Balcı, A. ve Çınkır, Ş. (2002). İngiltere 'de okul müdürlerinin yetiştirilmesi: Okul müdürleri için ulusal mesleki standartlar programı. 21.YY Eğitim Yöneticilerinin Yetiştirilmesi Sempozyumu Bildiriler Kitabı, s. 211-236. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları.
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  • Boje, D. (2006), Pitfalls in storytelling – advice and praxis. Academy of Management Review, 31(1), 218‐225.
  • Bridges, E. M. (2012). Administrator preparation: Looking backwards and forwards. Journal of Educational Administration, 50(4), 402-419.
  • Brouwer, H., & Brouwers, J. (2017). The MSP Tool Guide: Sixty tools to facilitate multi -stakeholder partnerships. The Netherlands: Centre for Development Innovation, Wageningen University and Research
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  • Chu, H. Q., & Cravens, X. C. (2012). Principal professional development in China: challenges, opportunities, and strategies. Peabody Journal of Education, 87(2), 178–199.
  • Cooperrider, D. L., & Srivastva, S. (1987). Appreciative inquiry in organizational life. In R. Woodman & W. Pasmore (eds.), Research in organizational change and development, Greenwich, CT: JAI Press, 1(1), 129-169.
  • Cooperrider, D. L., & Whitney, D. (1999). Appreciative inquiry: A positive revolution in change. In P. Holman & T. Devane (Eds.), The change handbook: Group methods for shaping the future. San Francisco: Berrett-Koehler Publishers, Inc.
  • Cooperrider, D. L., Whitney, D. K., & Stavros, J. M. (2003). Appreciative inquiry handbook: The first in a series of AI workbooks for leaders of change. Oakland, CA: Berrett-Koehler Publishers.
  • Copland, M. (2005). Problem-based leadership development: Developing the cognitive and skill capacities of school leaders, In Philip Hallinger (Ed.), Reshaping the landscape of school leadership development: A global perspective, Swets ve Zeitlinger, Lisse, pp. 206-216.
  • Czarnecki, K. (2009). How digital storytelling builds 21st century skills. Library technology reports, 45(7), 15.
  • Cunsolo Willox, A., Harper, S. L., & Edge, V. L. (2013). Storytelling in a digital age: digital storytelling as an emerging narrative method for preserving and promoting indigenous oral wisdom. Qualitative Research, 13(2), 127-147.
  • Czarnecki, K. (2009). How digital storytelling builds 21st century skills. Library Technology Reports, 45(7), 15.
  • Çankaya, F. ve Dinç, E. (2009). Powerpoint ve klasik usulde muhasebe eğitimi alan öğrenciler arasındaki farklılıkların tespiti: Karadeniz Teknik Üniversitesinde bir araştırma. Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (17), 27-52.
  • Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr. M. T., & Cohen, C. (2007). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Stanford, CA, Stanford University, Stanford Educational Leadership Institute.
  • Danzig, A. B. (1997). Leadership stories: What novices learn by crafting the stories of experienced school administrators. Journal of Educational Administration, 35(2), 122-137.
  • Demirer, V. (2013). İlköğretimde e-öyküleme kullanımı ve etkileri. Yayınlanmamış doktora tezi, Necmettin Erbakan Üniversitesi, Konya.
  • Donnan, S. (2005). What is appreciative inquiry?. [Available online at: www.metavolution.com/ rsrc/articles/ whatis_ai.htm], Retrieved on April 2, 2017.
  • Guajardo, M., Oliver, J. A., Rodríguez, G., Valadez, M. M., Cantú, Y., & Guajardo, F. (2011). Reframing the praxis of school leadership preparation through digital storytelling. Journal of Research on Leadership Education, 6(5), 145-161.
  • Hallinger, P., & Bridges, E. M. (2016). A systematic review of research on the use of problem-based learning in the preparation and development of school leaders. Educational Administration Quarterly, 53(2), 255-288. doi: 10.1177/0013161X16659347.
  • Hallinger, P., Shaobing, T., & Jiafang, L. (2017). Learning to make change happen in Chinese schools: adapting a problem-based computer simulation for developing school leaders. School Leadership & Management, 37(1-2), 162-187.
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There are 81 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Songül Karabatak 0000-0002-1303-2429

Dönüş Şengür 0000-0002-8786-6557

Publication Date May 22, 2019
Submission Date August 10, 2018
Acceptance Date January 24, 2019
Published in Issue Year 2019 Volume: 46 Issue: 46

Cite

APA Karabatak, S., & Şengür, D. (2019). Okul Yöneticilerinin Eğitiminde Dijital Olumlu Öyküleme Yönteminin Kullanımına Yönelik Bir Model Önerisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 46(46), 18-38. https://doi.org/10.9779/pauefd.452588