Öğretmenlerin Mesleki Gelişimlerinde Çevrimiçi Öğrenme Toplulukları: Sistematik Literatür Taraması

Yıl 2021, , 572 - 587, 01.07.2021

Murat Sümer

https://doi.org/10.18039/ajesi.853801

Cited By: 3

Öz

OECD’nin yaptığı bir araştırma, OECD ülkelerindeki öğretmenlerin %55'inin mesleki gelişim programlarına ihtiyaç duyduğunu göstermektedir. Ayrıca, Türkiye'de yapılan bir başka çalışmada, öğretmenlerin % 78'inin mesleki gelişime ihtiyaç duydukları bulunmuştur. Ancak, öğretmenler mesleki gelişime ihtiyaç duyduklarını belirtseler bile, bu programlara farklı nedenlerle katılamamışlardır. Öğretmenler mesleki gelişim programlarına katılmalarını engelleyen faktörleri %76,3 ile finansal, %55,9 ile ders yükü ve %42,8 ile siyasi baskı olarak listelemişlerdir. Bu çalışma da esnek bir ortam sağlayan çevrimiçi öğrenme toplulukları bu soruna bir çözüm olabilir mi sorusundan ortaya çıkmıştır. Bu çalışma, öğretmenlerin mesleki gelişiminde çevrimiçi öğrenme topluluklarının kullanılmasına yönelik literatüre katkıda bulunmayı amaçlamaktadır. Bunu nedenle bu çalışma sistematik bir literatür taraması olarak tasarlanmıştır. Çalışmanın araştırma soruları, çevrimiçi bir öğrenme topluluğu oluşturmak için kullanılan platformların neler olduğunu ve topluluklardaki etkileşimlerin neler olduğunu ortaya koymaya yöneliktir oluşturulmuştur. Ayrıca, öğretmenlerin mesleki gelişimi için oluşturulan çevrimiçi öğrenme topluluklarındaki eğilimler ve karşılaşılan zorluklar da incelenmiştir. Çalışma, bu alanda çalışan araştırmacılara öğretmenlerin mesleki gelişimlerinde çevrimiçi öğrenme toplulukları kullanımı hakkındaki yayınlanmış çalışmaları sunmayı amaçlamıştır. Ayrıca, çalışma, bu çevrimiçi toplulukları öğretmenlerin mesleki gelişim programlarına başarıyla entegre etmek isteyenler için bir kılavuz sağlayacaktır.

Anahtar Kelimeler

çevrimiçi öğrenme toplulukları, öğretmenlerin mesleki gelişimleri, yaşam boyu öğrenme, sistematik literatür taraması

Online Learning Communities in Teachers’ Professional Development: A Systematic Review

Öz

This paper aims at contributing to an understanding of using online learning communities in teachers’ professional development in the context of lifelong learning. To investigate that, this study is designed as a systematic review. Research questions of this study are indented to reveal what the most repeated keywords combining with learning communities and/or teachers’ professional development are, what the main characteristics of participants are, what the trends and difficulties in published works on teachers’ professional development are. The results have been discussed in the context of learners and learning and it is aimed to map the studies on learning communities in teachers’ professional development in the context of lifelong learning. It was found that online learning communities was also used under different names such as community of practice, computer-mediated communication and participatory media frequently. Researchers mostly used discussion boards as online communities. The other specific platforms to build an online communities were found to be learning management systems including Moodle, WebCT and D2L, Facebook groups and asynchronous platforms such as blogs. When the trends and difficulties in the published works on online learning communities in teachers’ professional development were investigated, it can be said that using online learning communities to provide a constructive space for both collaborative learning and reflection on teaching, using an asynchronous space in addition to synchronous one, and getting support from peers if participants provide support were the trends.

Anahtar Kelimeler

lifelong learning, online learning communities, systematic review, teachers’ professional development

Kaynakça

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