Deneyimsel Mesleki Farkındalığın Tutumsal Öğrenme Çıktıları: Turizm Rehberliği Lisans Öğrencilerine Yönelik Pilot Uygulama

Abstract

Amaç ve Önem: Dünyada meydana gelen teknolojik, psikolojik, sosyal, ekonomik ve kültürel gelişmeler, yeni kuşak öğrencilerin öğrenim hayatlarında önemli değişikliklere yol açmaktadır. Dolayısıyla bu dönüşüme ayak uydurmak için yeni öğrenme yöntemlerinin gerekliliği ortaya çıkmaktadır. Bu yaklaşımdan hareketle, yazarlar tarafından bilinçli farkındalık ve aktif öğrenme temelli Deneyimsel Mesleki Farkındalık (DEMEF) eğitim programı geliştirilmiştir. Bu doğrultuda, bu araştırmanın temel amacı, turizm rehberliği lisans öğrencilerinin DEMEF programının uygulanması sonucunda oluşan tutumsal öğrenme çıktılarını belirlemektir.

Yöntem: Araştırmada nitel araştırma tasarımı kullanılmıştır. Veriler, nitel form tekniğiyle toplanmıştır. Araştırmada, ölçüt örneklem yöntemi tercih edilmiştir. Bu doğrultuda araştırma, bir turizm fakültesi bünyesindeki turizm rehberliği bölümünde 2. ve 3. sınıfta okuyan ve DEMEF programına dâhil olan 64 öğrencinin katılımıyla gerçekleşmiştir. Araştırma verileri, MAXQDA nitel veri analiz programıyla içerik analizine tabi tutulmuştur.

Bulgular: Araştırmada; DEMEF’in mesleki ve kişisel açıdan birçok olumlu çıktısı olduğu ve öğrencilere “önce eylemde bulunma, sonra bu eylemlerden duygu ve bilgi üretme” şeklinde bir öğrenme stratejisi kazandırdığı tespit edilmiştir. Ayrıca DEMEF’in, öğrencilerin mesleğe (öğrenme, tanıma ve yapma) ve kendilerine (kendini tanıma, geliştirme) yönelik tutumlarını olumlu yönde değiştirdiği ve en çok davranışsal öğrenmelerini arttırdığı saptanmıştır.

Özgünlük/Bilimsel Katkı: DEMEF eğitim programının tutumsal mesleki öğrenme çıktıları, özgün bir değere sahiptir. Bunun temel sebebi, DEMEF’in turist rehberliği ve eğitim psikolojisi dikkate alınarak bilinçli deneyimsel farkındalık açısından tasarlanan yeni bir aktif öğrenme modeli olmasıdır. Ayrıca bulgular, bilinçli farkındalık eğitim uygulamalarının ilk defa turist rehberliği eğitimine uyarlanması sonucunda elde edilen özgün bulgulardır. Dolayısıyla bu araştırma hem konu ve eğitim programı hem de bulguları açısından özgün bir araştırma niteliğinde olup, ilgili literatüre ve turist rehberliği uygulamalı eğitimine önemli katkı sağlayacaktır.

Anahtar Kelimeler: Bilinçli farkındalık, deneyimsel mesleki farkındalık, aktif öğrenme, tutumsal öğrenme, turist rehberliği eğitimi 

Keywords

• Bilinçli farkındalık
• aktif öğrenme
• tutumsal öğrenme
• turist rehberliği eğitimi
• deneyimsel mesleki farkındalık

Attitudinal Learning Outcomes of Experiential Vocational Mindfulness: A Pilot Application for Tourism Guidance Undergraduate Students

Abstract

Purpose and Importance: Technological, psychological, social, economic and cultural developments in the world lead to significant changes in the educational lives of new generation students. Therefore, in order to keep up with this transformation, the necessity of new learning methods emerges. Based on this approach, the authors created the Experiential Vocational Mindfulness (EVOM) training program, which is based on mindfulness and active learning. The main goal of this research in this direction is to determine the attitudinal learning outcomes of undergraduate tourism guidance students as a result of the implementation of the EVOM program.

Methodology: The study employed a qualitative research design. The qualitative form technique was used to collect the data. In the study, criterion sampling method was preferred. The study was conducted on 64 students in their second and third years of study in the tourism guidance department of a tourism faculty and participating in the EVOM program. The MAXQDA qualitative data analysis program was used to do content analysis on the research data.

Findings: In the research, it has been determined that EVOM has many positive outcomes in terms of professional and personal aspects, and it provides students with a learning strategy such as "first to act and then to produce emotions and knowledge from these actions." In addition, it was determined that EVOM positively changed the attitudes of students towards the tourist guiding (learning, getting to know, and doing) and themselves (self-knowledge, developing) and mostly increased their behavioral learning.

Originality/Value: The EVOM training program's attitudinal and vocational learning outcomes are exceptional. The main reason for this is that EVOM is a novel mindful experiential learning paradigm that takes into consideration tourist guidance and educational psychology. Furthermore, the findings are novel because this is the first time that mindfulness training practices have been used in tourist guidance education. As a result, this study is unique in terms of both the subject and the training program, as well as its findings, and it will make a significant contribution to the relevant literature and tourist guidance education.

Keywords: Mindfulness, experiential vocational mindfulness, active learning, attitudinal learning, tourist guidance education 

Keywords

• Mindfulness
• experiential vocational mindfulness
• active learning
• attitudinal learning
• tourist guidance education

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