TY  - JOUR
T1  - EFFECT OF POSTGRADUATE EDUCATION ON LIFELONG LEARNING SKILLS: CASE FROM TEACHERS OF SCIENCE
TT  - LİSANSÜSTÜ EĞİTİMİN YAŞAMBOYU ÖĞRENME BECERİLERİNE ETKİSİ: FEN BİLGİSİ ALANI ÖĞRETMENLERİ İLE DURUM ÇALIŞMASI
AU  - Erden, Hale
PY  - 2019
DA  - October
DO  - 10.17240/aibuefd.2019.19.49440-453854
JF  - Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi
JO  - BAİBÜEFD
PB  - Bolu Abant İzzet Baysal Üniversitesi
WT  - DergiPark
SN  - 1303-0493
SP  - 981
EP  - 998
VL  - 19
IS  - 3
LA  - en
AB  - The current study aimed at describing theperceptions of teachers of Science (teachers teaching Science lessons atsecondary schools grades from 6, 7 and 8, and teachers teaching Physics, Chemistryor Biology lessons grades from 9, 10, 11 and 12 at high schools) on howpostgraduate education affects their lifelong-learning skills. As a qualitativecase study, it adopted a descriptive methodology. The study concentrated on 11postgraduate students studying at various universities at various departmentsof education faculties who are serving as teachers of Science at the same timeat various secondary and/or high schools in North Cyprus. The in-depthinterviews, interviews, actual-teaching-time observations and diary-keepingswere conducted. Data were analyzed using content analysis from the transcribedinterviews, from the diaries kept and from the observation checklists. Theresults maintained that postgraduate studies provided teachers of Science toimprove their instructional competencies and teaching programme; enriched waysof their learning, provided them to develop various types of teaching andlearning materials and to apply various types of measurements and evaluationmethods for improving their skills on teaching and learning; improvedorganization and management skills on content, method, events and duration; andfacilitated them to conduct researches and do publications.
KW  - Case study
KW  - lifelong learning
KW  - postgraduate education
KW  - teacher of science
N2  - Çalışmanın amacı, Fen Bilgisi alanıöğretmenlerinin (ortaokullarda 6-7-8. sınıflarda Fen Bilgisi dersini okutan veliselerde 9-10-11-12. sınıflarda Fizik, Kimya veya Biyoloji dersini okutan)lisansüstü eğitimlerinin yaşamboyu öğrenme becerilerini nasıl etkilediğineilişkin algılarını belirlemektir. Betimsel bir metodoloji benimsenen bu makale,nitel durum çalışmasıdır. Çalışma, Kuzey Kıbrıs’ta bulunan üniversitelerineğitim fakültelerinde lisansüstü eğitim yapan ve ortaokul ve/ya liselerde FenBilgisi alanında öğretmen olarak çalışan 11 öğretmenle yapılmıştır.Derinlemesine görüşmeler, bireysel görüşmeler ile ders-içi gözlemler yapılarakve günlük tutularak çalışma yürütülmüştür. Veriler, kaydedilen görüşmelerden,tutulan günlüklerden ve ders-içi gözlem kayıtlarından içerik analizi yapılarakanaliz edilmiştir. Araştırmanın sonucunda, Fen Bilgisi alanı öğretmenlerininöğretim yeterliklerini geliştirdiği, öğretim programının geliştirilmesinisağladığı, öğrenme ve öğretim süreçlerini zenginleştiren yollargeliştirmelerini sağladığı, çeşitli eğitim-öğretim materyallerigeliştirmelerini sağladığı, çeşitli ölçüm ve değerlendirme yöntemleriuygulamalarını sağladığı, içerik, yöntem, ders içi-dışı olaylar ve süre üzerinegeliştirilmiş organizasyon becerilerini geliştirdiği, sınıf içi-dışı araştırmave akademik yayın becerilerini geliştirdiği bulunmuştur.
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UR  - https://doi.org/10.17240/aibuefd.2019.19.49440-453854
L1  - https://dergipark.org.tr/tr/download/article-file/829230
ER  -