Research Article
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Gönüllülük: Topluma Hizmet Uygulamaları Dersinin Değerlendirilmesi

Year 2018, Volume: 9 Issue: 4, 342 - 372, 30.10.2018
https://doi.org/10.17569/tojqi.410983

Abstract

Bu çalışmada,
öğretmen adaylarına sunulan Toplum Hizmeti Uygulamaları (THU) dersi, Bağlam,
Girdi, Süreç ve Ürün Modeli kullanılarak değerlendirilmiştir. Bu çalışmanın
amaçları iki yönlüdür. Birincisi, programın öğretmen adaylarının ihtiyaçlarını
ve beklentilerini karşılamaya yönelik etkinliği tartışılmıştır. İkincisi,
öğretmen adaylarının ders amaçlarına ulaşması ve hedefler, içerik ve
faaliyetler arasındaki tutarlılık incelenmiştir. Veriler, 17 üçüncü sınıf
düzeyinde öğretmen adayından ihtiyaç analizi ve düzey belirleyici değerlendirme
anketleri, biçimlendirici değerlendirme, öz-bildirim raporları, sınıf içi ve
sınıf dışı gözlem ve iki öğretim üyesinden de görüşme yoluyla toplanmıştır.
Sonuçlar, aşağıdaki gibi Bağlam, Girdi, Süreç ve Ürün modelinin dört bileşeni
altında sunulmaktadır. Bağlam değerlendirmesi ile ilgili olarak, öğrencilerin
ihtiyaç ve beklentileri, dersin amaç ve hedefleri ile uyumludur. Girdi
değerlendirmesinde ders etkinlikleri ve planları incelenmiştir. Süreç
değerlendirmesinde, faaliyetlerin ve prosedürlerin planlandığı gibi
uygulanmakta olduğu ancak uygulama ve kuramın entegrasyonu, ders
materyallerinin eksikliği, sorunlu STK izinleri ve STK'ların öğrencilere karşı
tutumları gibi bazı sınırlılıkların olduğu ortaya çıkmıştır. Son olarak, ürün
değerlendirmesinde, dersin devamı konusunda bir karar verilmiştir. Sonuç
olarak, ders öğrencilerin gereksinimlerini karşılamış ve hedeflerine başarılı
bir şekilde ulaşmış olsa da, analiz, dersi güçlendirmek için yukarıda
bahsedilen noktaların iyileştirilmesinin yararlı olacağına işaret etmektedir.

References

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There are children here: Service learning for social justice. Equity & Excellence in Education, 37(1), 55-66.Boyle-Baise, M., & Sleeter, C. E. (2000). Community service learning for multicultural education. Educational Foundations, 14 (2), 33-50.Bruner, J. S. (1960). The Process of education. Cambridge, Mass.: Harvard University Press.Butin, D. (2010). Service-learning in theory and practice: The future of community engagement in higher education. Springer.Çetin, T. & Sönmez, Ö. F. (2009). Sosyal Bilgiler Öğretmen Adaylarinin Topluma Hizmet Uygulamalari Dersinin Amaç ve İçeriğine Yönelik Görüşlerinin Değerlendirilmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 29(3).Cho, G. & DeCastro-Ambrosetti, D. (2005). Is ignorance bliss? Pre-service teachers' attitudes toward multicultural education. The High School Journal, 89(2), 24-28.Conrad, D. & Hedin, D. (1991). School-based community service: What we know from research and theory. Phi Delta Kappan, 72(10), 743-749. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. NY: Sage Publications.Darling-Hammond, L. (1994). Reframing the school reform agenda: Developing capacity for school transformation. In L. Hammond, A. Lieberman, D. Wood, & B Falk (Eds.), Transforming school reform: Policies and practices for democratic schools. New York: National Center for Restructuring Education, Schools and Teaching.Densmore, K. (2000). Service learning and multicultural education: Suspect or transformative? In C. R. O’Grady (Ed.), Integrating service learning and multicultural education in colleges and universities (pp. 45-58). Mahwah, NJ: Lawrence Erlbaum Associates.Dewey, J. (1938). Experience and education. New York: Collier Books.Einfeld, A. & Collins, D. (2008). The relationships between service-learning, social justice, multicultural competence, and civic engagement. Journal of College Student Development, 49(2), 95-109.Elma, C., Kesten, A., Kıroğlu, K., Uzun, E. M., Dicle, A. N. & Palavan, Ö. (2010). Öğretmen adaylarının topluma hizmet uygulamaları dersine ilişkin algıları. Kuram ve Uygulamada Eğitim Yönetimi [Educational administration: Theory and practice], 16(2), 231-252. Erkan, S., Uludağ, G. & Burçak, F. (2012). İlköğretim Bölümü Öğretmen Adaylarının Topluma Hizmet Uygulamaları Dersine İlişkin Algılarının İncelenmesi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 1, (184-194).Fitzpatrick, J. L., Sanders, J. R. & Worthen, B. R. (2010). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Boston: Pearson.Freire, P. (1970). Pedagogy of the Oppressed, trans. Myra Bergman Ramos. New York: Continuum.Furco, A. (1996). Service-learning: a balanced approach to experiential education In Taylor, B. and Corporation for National Service (Eds.), Expanding Boundaries: Serving and Learning (pp. 2-6). Washington, DC: Corporation for National Service.Furco, A. (2002). Is Service-Learning Really Better than Community Service? In A. Furco, & S. H. Billig (Eds.), Service-Learning: The Essence of Pedagogy (pp. 23-50). Greenwich, CT: Information Age Publishing.Gardner, A. V. D. L. (1984). Artificial intelligence approach to legal reasoning. CA.Gökçe, N. (2011). Sosyal bilgiler öğretmen adaylarının topluma hizmet uygulamalarına ilişkin değerlendirmeleri. Uluslararası İnsan Bilimleri Dergisi, 8(2), 176-194. Gredler, M. E. (1996). Program evaluation. New Jersey: Pearson Education.Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology Journal, 29, 75–91. Gustafson, K. L. & Branch, R. M. (1997). Revisioning models of instructional development. Educational Technology Research and Development, 45(3), 73-89. Higher Education Council (HEC) (2006). Eğitim Fakültelerinde Uygulanacak Yeni Programlar Hakkında Açıklama – Programlar ve Ders İçerikleri. http://www.yok.gov.tr/egitim/ogretmen/yeni_programlar_ve_icerik.htm.Jick, T. D. (1979). Mixing qualitative and quantitative methods: Triangulation in action. Administrative Science Quarterly 24(4), Qualitative Methodology, 602-611. Kaya, B. (2013). Social Studies Teacher Candidates’ Views on the Community Service Practices Course. Social and Behavioral Sciences, 10, 2419-2425.
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Rimmerman (Ed.), Service-learning and the liberal arts: How and why it works, 7-21. NY: Lexington Books.LeSourd, S. J. (1997). Community service in a multicultural nation. Theory into Practice, 36(3), 157-163.Maybach, C. W. (1996). Investigating urban community needs: Service learning from a social justice perspective. Education and Urban Society, 28(2), 224-236.O’Grady, C. R. (Ed.). (2014). Integrating service learning and multicultural education in colleges and universities. NY: Routledge.Ornstein, A. C. & Hunkins, F. P. (2016). Curriculum: Foundations, principles and issues (7th edition). New Jersey: Prentice Hall.Özdemir, S. M. & Tokcan, H. (2010). Topluma hizmet uygulamaları dersinin öğretmen adaylarının görüşlerine göre değerlendirilmesi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 30, 41-61.Patton, M. (1990). Qualitative evaluation and research methods. Beverly Hills, CA: Sage. Piaget, J. (1954). The Construction of Reality in the Child. 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Volunteering: Evaluation of Community Service Learning Program

Year 2018, Volume: 9 Issue: 4, 342 - 372, 30.10.2018
https://doi.org/10.17569/tojqi.410983

Abstract

In this study,
the Community Service Practices (CSP) course, offered for pre-service
teachers, was evaluated utilizing the Context, Input, Process and Product
(CIPP) Model. The purposes of this study are twofold. First, the effectiveness
of the program in relation to satisfying pre-service teachers’ needs and
expectations is discussed. Second, the pre-service teachers’ attainment of the
course objectives and the consistency between objectives, content and
activities are examined. The data was gathered from 17 junior pre-service
teachers via needs assessment and summative evaluation questionnaires,
formative evaluation self-reporting progress papers, in-class and out-of-class
observation and two instructors by means of interviews.
The results are
presented under the four components of the CIPP model, as follows. In relation
to context evaluation
, students’ needs and expectations were congruent
with the goals and objectives of the course. In input evaluation, course
activities and plans were examined. Within process
evaluation,
activities and procedures appear to have been implemented as
originally planned, with some limitations such as problems in integration of
practice and theory, lack of course materials, problematic NGO permissions and
attitudes of NGOs towards students. Lastly, within product evaluation, a decision was made on the continuation of the
course. In conclusion, although the course satisfied students’ needs and
successfully achieved its objectives, the analysis posits that it would be
worthwhile to improve the aforementioned points in order to strengthen the
course.

References

  • Anderson, J. (1999). Service-Learning and Teacher Education. ERIC Digest. Astin, Alexander W.; Vogelgesang, Lori J.; Ikeda, Elaine K.; and Yee, Jennifer A. (2000). How Service Learning Affects Students. Higher Education. 144. Baldwin, S. C., Buchanan, A. M. & Rudisill, M. E. (2007). What teacher candidates learned about diversity, social justice, and themselves from service-learning experiences. Journal of Teacher Education, 58(4), 315-327.Bandow, D. (1999). Voluntarism should be voluntary. Retrieved from https://fee.org/articles/voluntarism-should-be-voluntary/ Barton, A. C. (2000). Crafting multicultural science education with preservice teachers through service-learning. Journal of Curriculum Studies, 32(6), 797-820.Boyle-Baise, M. (1998). Community service learning for multicultural education: An exploratory study with pre-service teachers. Equity & Excellence in Education, 31 (2), 52-60.Boyle-Baise, M. & Langford, J. (2004). There are children here: Service learning for social justice. Equity & Excellence in Education, 37(1), 55-66.Boyle-Baise, M., & Sleeter, C. E. (2000). Community service learning for multicultural education. Educational Foundations, 14 (2), 33-50.Bruner, J. S. (1960). The Process of education. Cambridge, Mass.: Harvard University Press.Butin, D. (2010). Service-learning in theory and practice: The future of community engagement in higher education. Springer.Çetin, T. & Sönmez, Ö. F. (2009). Sosyal Bilgiler Öğretmen Adaylarinin Topluma Hizmet Uygulamalari Dersinin Amaç ve İçeriğine Yönelik Görüşlerinin Değerlendirilmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 29(3).Cho, G. & DeCastro-Ambrosetti, D. (2005). Is ignorance bliss? Pre-service teachers' attitudes toward multicultural education. The High School Journal, 89(2), 24-28.Conrad, D. & Hedin, D. (1991). School-based community service: What we know from research and theory. Phi Delta Kappan, 72(10), 743-749. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. NY: Sage Publications.Darling-Hammond, L. (1994). Reframing the school reform agenda: Developing capacity for school transformation. In L. Hammond, A. Lieberman, D. Wood, & B Falk (Eds.), Transforming school reform: Policies and practices for democratic schools. New York: National Center for Restructuring Education, Schools and Teaching.Densmore, K. (2000). Service learning and multicultural education: Suspect or transformative? In C. R. O’Grady (Ed.), Integrating service learning and multicultural education in colleges and universities (pp. 45-58). Mahwah, NJ: Lawrence Erlbaum Associates.Dewey, J. (1938). Experience and education. New York: Collier Books.Einfeld, A. & Collins, D. (2008). The relationships between service-learning, social justice, multicultural competence, and civic engagement. Journal of College Student Development, 49(2), 95-109.Elma, C., Kesten, A., Kıroğlu, K., Uzun, E. M., Dicle, A. N. & Palavan, Ö. (2010). Öğretmen adaylarının topluma hizmet uygulamaları dersine ilişkin algıları. Kuram ve Uygulamada Eğitim Yönetimi [Educational administration: Theory and practice], 16(2), 231-252. Erkan, S., Uludağ, G. & Burçak, F. (2012). İlköğretim Bölümü Öğretmen Adaylarının Topluma Hizmet Uygulamaları Dersine İlişkin Algılarının İncelenmesi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 1, (184-194).Fitzpatrick, J. L., Sanders, J. R. & Worthen, B. R. (2010). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Boston: Pearson.Freire, P. (1970). Pedagogy of the Oppressed, trans. Myra Bergman Ramos. New York: Continuum.Furco, A. (1996). Service-learning: a balanced approach to experiential education In Taylor, B. and Corporation for National Service (Eds.), Expanding Boundaries: Serving and Learning (pp. 2-6). Washington, DC: Corporation for National Service.Furco, A. (2002). Is Service-Learning Really Better than Community Service? In A. Furco, & S. H. Billig (Eds.), Service-Learning: The Essence of Pedagogy (pp. 23-50). Greenwich, CT: Information Age Publishing.Gardner, A. V. D. L. (1984). Artificial intelligence approach to legal reasoning. CA.Gökçe, N. (2011). Sosyal bilgiler öğretmen adaylarının topluma hizmet uygulamalarına ilişkin değerlendirmeleri. Uluslararası İnsan Bilimleri Dergisi, 8(2), 176-194. Gredler, M. E. (1996). Program evaluation. New Jersey: Pearson Education.Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology Journal, 29, 75–91. Gustafson, K. L. & Branch, R. M. (1997). Revisioning models of instructional development. Educational Technology Research and Development, 45(3), 73-89. Higher Education Council (HEC) (2006). Eğitim Fakültelerinde Uygulanacak Yeni Programlar Hakkında Açıklama – Programlar ve Ders İçerikleri. http://www.yok.gov.tr/egitim/ogretmen/yeni_programlar_ve_icerik.htm.Jick, T. D. (1979). Mixing qualitative and quantitative methods: Triangulation in action. Administrative Science Quarterly 24(4), Qualitative Methodology, 602-611. Kaya, B. (2013). Social Studies Teacher Candidates’ Views on the Community Service Practices Course. Social and Behavioral Sciences, 10, 2419-2425.
  • Kesten, A. (2012). Öğretmen adaylarının ve öğretim elemanlarının bakış açısıyla topluma hizmet uygulamaları dersinin değerlendirilmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(3), 2125-2148.Kocadere, S. A. & Seferoğlu, S. S. (2013). Topluma hizmet uygulamaları dersinin işlenişi: Uygulama örnekleri ve sürece ilişkin öğrenci görüşlerinin değerlendirilmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 34, 75-89.Kohlberg, L. (1984). The psychology of moral development: Essays on moral development. San Francisco: Harper & Row.Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall. Konza, D., Kiggins, J. M. & Brown, G. (2007). Community service: Including a social justice component in a teacher education program, ATEA 2007: Quality in Teacher Education: Considering Different Perspectives and Agendas, Wollongong.Lee, S.P. (2009) Service learning in an ethics course. In Craig A. Rimmerman (Ed.), Service-learning and the liberal arts: How and why it works, 7-21. NY: Lexington Books.LeSourd, S. J. (1997). Community service in a multicultural nation. Theory into Practice, 36(3), 157-163.Maybach, C. W. (1996). Investigating urban community needs: Service learning from a social justice perspective. Education and Urban Society, 28(2), 224-236.O’Grady, C. R. (Ed.). (2014). Integrating service learning and multicultural education in colleges and universities. NY: Routledge.Ornstein, A. C. & Hunkins, F. P. (2016). Curriculum: Foundations, principles and issues (7th edition). New Jersey: Prentice Hall.Özdemir, S. M. & Tokcan, H. (2010). Topluma hizmet uygulamaları dersinin öğretmen adaylarının görüşlerine göre değerlendirilmesi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 30, 41-61.Patton, M. (1990). Qualitative evaluation and research methods. Beverly Hills, CA: Sage. Piaget, J. (1954). The Construction of Reality in the Child. 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Primary Language English
Journal Section Articles
Authors

Sevinç Gelmez Burakgazi 0000-0002-4553-1433

Publication Date October 30, 2018
Submission Date March 30, 2018
Published in Issue Year 2018 Volume: 9 Issue: 4

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APA Gelmez Burakgazi, S. (2018). Volunteering: Evaluation of Community Service Learning Program. Turkish Online Journal of Qualitative Inquiry, 9(4), 342-372. https://doi.org/10.17569/tojqi.410983
AMA Gelmez Burakgazi S. Volunteering: Evaluation of Community Service Learning Program. TOJQI. October 2018;9(4):342-372. doi:10.17569/tojqi.410983
Chicago Gelmez Burakgazi, Sevinç. “Volunteering: Evaluation of Community Service Learning Program”. Turkish Online Journal of Qualitative Inquiry 9, no. 4 (October 2018): 342-72. https://doi.org/10.17569/tojqi.410983.
EndNote Gelmez Burakgazi S (October 1, 2018) Volunteering: Evaluation of Community Service Learning Program. Turkish Online Journal of Qualitative Inquiry 9 4 342–372.
IEEE S. Gelmez Burakgazi, “Volunteering: Evaluation of Community Service Learning Program”, TOJQI, vol. 9, no. 4, pp. 342–372, 2018, doi: 10.17569/tojqi.410983.
ISNAD Gelmez Burakgazi, Sevinç. “Volunteering: Evaluation of Community Service Learning Program”. Turkish Online Journal of Qualitative Inquiry 9/4 (October 2018), 342-372. https://doi.org/10.17569/tojqi.410983.
JAMA Gelmez Burakgazi S. Volunteering: Evaluation of Community Service Learning Program. TOJQI. 2018;9:342–372.
MLA Gelmez Burakgazi, Sevinç. “Volunteering: Evaluation of Community Service Learning Program”. Turkish Online Journal of Qualitative Inquiry, vol. 9, no. 4, 2018, pp. 342-7, doi:10.17569/tojqi.410983.
Vancouver Gelmez Burakgazi S. Volunteering: Evaluation of Community Service Learning Program. TOJQI. 2018;9(4):342-7.