ÖĞRETMEN ADAYLARININ ÜNİVERSİTELERDE SUNULAN SOSYAL VE AKADEMİK OLANAKLARI DEĞERLENDİRME DURUMLARI: ODTÜ ÖRNEĞİ

Abstract

Araştırma öğretmen adaylarının üniversitelerin sunmuş olduğu sosyal ve akademik etkinlikleri ne ölçüde değerlendirdiklerini ele almaktadır. Bu kapsamda, çalışmanın katılımcılarını ülkenin önde gelen üniversitelerinden biri olan Orta Doğu Teknik Üniversitesinin Eğitim Fakültesi’nde öğrenim gören 212 öğrenci oluşturmuştur. Öğretmen adaylarının sosyal ve akademik etkinliklere karşı görüşleri, etkinliklere katılım dereceleri ve etkinliklere katılımlarını etkileyen faktörler betimsel analiz yöntemleriyle incelenmiştir. Araştırmada, öğretmen adaylarının, nitelikli ve etkinlik yönünden zengin bir üniversitede olmalarına; ayrıca kişisel ve mesleki gelişimleri için çok önemli olduğunu düşünmelerine rağmen etkinliklere katılımlarının düşük düzeyde olduğu görülmüştür. Öğrenciler, etkinliklere katılımlarını olumsuz yönde etkileyen etmenler arasında, zaman sıkıntısı, ders yükünün fazlalığı ve Eğitim Fakültesi’nin yerleşkedeki konumunu belirtmişlerdir.

Keywords

• Sosyal ve akademik etkinlikler, öğretmen eğitimi, yetkin öğretmen özellikleri

TOWARD THEIR PROFESSIONAL DEVELOPMENT: DO THE PROSPECTIVE TEACHERS BENEFIT FROM ACADEMIC AND SOCIAL FACILITIES? A METU CASE

Abstract

The purpose of this study is to explore the degree of prospective teachers’ participation in social and academic facilities offered by Middle East Technical University. The number of prospective students participated in the study was 212. Through the descriptive analysis of the data collected, their beliefs towards professional development and participation in activities and the degree of their participation and obstacles affecting prospective students’ intention to participate activities are analyzed. The results indicate that in spite of believing in participating in social and academic activities with regard to personal, social, and pedagogical development, the degree of prospective students’ participation in activities were somehow fewer than expected, and the factors influencing the degree of students’ participation in activities negatively were found as workload, time limitation, and faculty’s physical location

Keywords

• Social and academic activities/facilities, teacher education, effective teacher characteristics

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29. In fact, teachers have the responsibility of preparing their students for their social role besides many other responsibilities. Therefore, it is highly essential for teachers to be prepared and meet the needs of the students with different interests, abilities, and expectations, and the role of the teachers, who are charged with enabling learners to reach the highest standards of accomplishment (Darling- Hammond & Baratz-Snowden, 2005). Since teacher is the person who not only transfers the content knowledge through the right pedagogical activities but also is a
30. Address for correspondence: ** Araş. Gör., ODTÜ Eğitim Fakültesi, Eğitim Bilimleri Bölümü, 06531,
31. Ankara, [e-mail] role-model composed of honesty and equity, warmth and sense of humor, strong communication skills, enthusiasm, decision making and problem solving skills, self- respect, adaptable, encouraging and supportive, high expectations for success, creativity and modernism, self-confidence, leadership skills, and professional identity (Cruickshank et. al, 1995).
32. According to Medley (1986), increasing the teacher effectiveness is a major goal of education. However, how is it possible to develop all or some of these elements above with existing content knowledge and pedagogy courses provided by
33. Education Faculties? At this point, social dimension or impact of campus life in educating teachers should be taken into consideration as an important element of teacher professionalism. As Erdoğan et al (2008) state that to foster the productivity of education and to make prospective teachers achieve expected learning outcomes, designing proper learning environment and introducing social services and facilities are as much important as educational and instructional activities supplied by the university.
34. METU is an exemplary case of social and academic professional development in Turkey. It is one of Turkey's most competitive universities, with its student societies, 11 sports groups and 34 teams throughout 2006-2007 academic year. The student societies successfully organized various cultural, sports and arts events which amount to the number of 1098.
35. Regarding the degree level of participation; although, more than half of the prospective teachers state that their participation was not enough for their personal and professional development, the results showed that their participation was not as high as it should be. As previous research at METU (2008) showed, the most popular social activity among students was traditional International Spring Festival.