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In-service Education through Constructivist Viewpoint: Need, Career, Learning and Motivation Dimensions

Yıl 2007, Cilt: 24 Sayı: 2, 29 - 48, 02.09.2015

Altay Eren , Raşit Özen , Kerim Karabacak

Öz

The aim of this study is to investigate the probable reflections of the need, career, learning and motivation topics in in-service teacher education. For this purpose, determining the educational needs in context of purpose-need relation, in-service teacher education, career, learning and motivation topics were discussed on the basis of constructivist perspective. As result, it can be said that the constructivist perspective, compare to traditional perspective, has differences in need, career, learning and motivation topics, and these differences have potential to make in-service education programs more effective and productive.  

Anahtar Kelimeler

In-service teacher education constructivism motivation learning career

Kaynakça

  • Argon, T. ve Eren, A. (2004). İnsan kaynakları yönetimi. Ankara: Nobel Yayın ve Dağıtım.
  • Aslangil, H. C. (2000). Hizmet içi eğitim. Çağdaş Eğitim Dergisi, 261, 13-18.
  • Berger, J. G., Boles, K. C., and Troen, V. (2005). Teacher research and school change: Paradoxes, problems, and possibilities. Teaching and Teacher Education, 21, 93-105.
  • Boyle, E. A., Duffy, T., ve Dunleavy, K. (2003). Learning styles and academic outcome: The validity and utility of Vermunt’s inventory of learning styles in British higher education setting. British Journal of Educational Psychology, 73, 267-290.
  • Brooks, M. G. ve Brooks, J. G. (1999). The courage to be constructivist. Educational Leadership, 57(3), 18-24.
  • Butler, D. L., Lauscher, H. N., Selinger, S. J., and Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education, 20, 435-455.
  • Castetter, W. B. ve Young, T. P. (2000). The human resource function in educational administration. NJ: Prentice-Hall.
  • Chang, W. (2005). Impact of constructivist teaching on students’ beliefs about teaching and learning in introductory physics. Canadian Journal of Science, Mathematics and Technology Education, 5(1), 95-109.
  • Cherubini, G., Zambelli, F., ve Boscolo, P. (2002). Student motivation: an experience of inservice education as a context for professional development of teachers. Teaching and Teacher Education, 18, 273-288.
  • Chruden, J. H. ve Sherman, A. W. (1984). Managing human resources. Ohio: South-Western Publishing.
  • Connor, M. (1994). Training the counsellor: An integrative model. KY: Routledge Publications.
  • Copleston, F. (1996). Felsefe tarihi: Aydınlanma. Çeviren: A. Yardımlı, İstanbul: İdea Yayıncılık.
  • Costantino, T. E. ve Greene, J. C. (2003). Reflections on the use of narrative in evaluation. American Journal of Evaluation, 24, 35-49.
  • Crick, R. D. (2005). Being a learner: A virtue for the 21st century. British Journal of Educational Studies, 53 (3), 359-374.
  • Çüçen, K. (2001). Bilgi Felsefesi. Bursa: ASA Kitabevi.
  • Daloğlu, A. (2004). A professional development program for primary school english language teachers in Turkey: Designing a material bank. International Journal of Educational Development, 24 (6), 677-690.
  • Day, C. (1999). Developing teachers: The challenges of lifelong learning. KY: Taylor Publications.
  • DeBacker, T. K. ve Nelson, R. M. (2000). Motivation to learn science: Differences related to gender, class type, and ability. The Journal of Educational Research, 93, 245-254.
  • De Cenzo, D. A. ve Robbins, S. P. (1996). Human resource management. NY: John Wiley & Sons Publications.
  • Demirel, Ö. (2004). Eğitimde program geliştirme (Yedinci baskı). Ankara: Pegem Yayıncılık.
  • Dennett, D. C. (1999). Aklın türleri. Çeviren: H. Balkara, İstanbul:Varlık/Bilim Yayınları.
  • Dunn, R. ve Stevenson, J. M. (1997). Teaching diverse college students to study with a learning-styles prescription. College Student Journal, 31, 333-340.
  • Eraut, M. (1988). Inservice teacher education. In M. J. Dunkin (Ed.), The International Encyclopedia of Teaching and Teacher Education (pp. 729-748). NY: Pergamon Press.
  • Ergür, D. O. (1998). Hacettepe üniversitesi dört yıllık lisans programlarındaki öğrenci ve öğretim üyelerinin öğrenme stillerinin karşılaştırılması. Yayınlanmamış Doktora Tezi, Hacettepe Üniversitesi, Ankara.
  • Erişen, Y. (1998). Öğretmenlere yönelik hizmet içi eğitim programlarını geliştirmede eğitim ihtiyacı belirleme süreci. Milli Eğitim Dergisi, 140, 39-43.
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013-1055.
  • Feldman, R. S. (1997). Essentials of understanding psychology (3rd edition). NY: McGraw Hill.
  • Gadzella, B. M., Masten, W. G., ve Huang, J. (1999). Differences between African American and Caucasian students on criticial thinking and learning style. College Student Journal, 33, 538-543.
  • Gruender, C. D. (1996). Constructivism and learning: A philosophical appraisal. Educational Technology, 36, 21-29.
  • Hand, B. ve Treagust, D. F. (1994). Teachers’ thoughts about changing to constructivist teaching/learning approaches within junior secondary science classrooms. Journal of Education for Teaching, 20, 97-113.
  • Harvey, S. (1999). The impact of coaching in South African primary science in SET. International Journal of Educational Development, 19, 191-205.
  • Kaplan, A. ve Midgley, C. (1997). The effect of achievement goals: Does level of perceived academic competence make a difference? Contemporary Educational Psychology, 22, 415-435.
  • Kelly, A. V. (2004). The curriculum: Theory and practice (5th edition). London: Sage Publications.
  • Kitchener, R. F. (2004). Piaget’s social epistemology. In J. I. M. Carpendale (Ed.), Social interaction and the development of knowledge (pp. 45-67). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Küçükahmet, L. (2000). Öğretimde planlama ve değerlendirme (Onbirinci baskı). Ankara: Nobel Yayın ve Dağıtım.
  • Kuzgun, Y. (2000). Meslek danışmanlığı. Ankara: Nobel Yayın Dağıtım.
  • Maehr, M. L. ve Breaskamp, L. A. (1986). The motivation factor: A theory of personal investment. MA: Lexington Books.
  • Maslow, A. (2001). İnsan olmanın psikolojisi. Çeviren: O. Gündüz, İstanbul: Kuraldışı Yayınları.
  • Myers, I. B. ve Myers, P. B. (1997). Kişilik: Farklı tipler farklı yetenekler.Çeviren: H. Ovacık, İstanbul: Kuraldışı Yayınları.
  • Ninnes, P. M. (1994). Toward a functional learning system for Soloman island secondary science classrooms. Journal of Science Education, 16, 677-688.
  • Nulty, D. D. ve Barret, M. A. (1996). Transitions in students’ learning styles. Studies in Higher Education, 21, 333-345.
  • Nuthall, G. (1999). Learning how to learn: The evolution of students’ minds through the social process and culture of the classroom. International Journal of Educational Research, 31(1), 141-256.
  • O’Sullivan, M. C. (2000). Needs assessment for INSET for unqualified primary teachers in Namibia: An effective model. Journal of Comparative Education, 30, 211-234.
  • O’Sullivan, M. C. (2002). Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia. Teaching and Teacher Education, 18, 523-539.
  • Özden, Y. (2003). Öğrenme ve öğretme (Beşinci baskı). Ankara: Pegem A Yayıncılık.
  • Perkins, D. (1999). The many faces of constructivism. Educational Leadership, 57, 6-11.
  • Piaget, J. (1999). İnsan ve Fikirleri. Çeviren: Ş. Çiftçioğlu, Ankara: Doruk Yayınları.
  • Reeve, J. (1998). Autonomy support as an interpersonal motivating style: Is it teachable? Contemporary Educational Psychology, 23, 312-330.
  • Richardson, M. S. (2004). The emergence of new intentions in subjective experience: A social/personal constructionist and relational understanding. Journal of Vocational Behavior, 64, 485-498.
  • Rovai, A. P. (2003). The relationship of communicator style, personality-based learning style, and classroom community among online graduate students. The Internet and Higher Education, 6, 347-363.
  • Sandholtz, J. H. (2002). Inservice training or professional development: Contrasting opportunities in a school/university partnership. Teaching and Teacher Education, 18, 815-830.
  • Standage, M. ve Treasure, D. C. (2002). Relationship among achievement goal orientations and multidimensional situational motivation in physical education. British Journal of Educational Psychology, 72, 87-103.
  • Savery, J. R. ve Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 33, 31-38.
  • Slaats, A., Lodewijks, H. G. L. C., ve Van Der Sanden, J. M. M. (1999). Learning styles in secondary vocational education: Disciplinary differences. Learning and Instruction, 9, 475-492.
  • Schmeck, R. R. ve Nguyen, T. (1996). Factors affecting college students’ learning styles: Family characteristics which contribute to college students attitudes toward education and preferences for learning strategies. College Student Journal, 30, 1-15.
  • Stead, G. B. (2004). Culture and career psychology: A social constructivist perspective. Journal of Vocational Behavior. 64, 389-406.
  • Taymaz, H. (1997). Hizmet içi eğitim: Kavramlar, ilkeler, yöntemler (Üçüncü baskı). Ankara: Gül Yayınevi.
  • Thomson, G. (1997). İlk Filozoflar (İkinci Baskı). Çeviren: M. H. Doğan, İstanbul: Payel Yayınevi.
  • Uşun, S. ve Cömert, D. (2003). Okulöncesi öğretmenlerin hizmet içi eğitim gereksinimlerinin belirlenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 2, 125-138.
  • Uzuntiryaki, E., Bilgin, İ., ve Geban, Ö. (2004). İlköğretim düzeyi öğretmen adaylarının öğrenme stilleri tercihleri ile cinsiyetleri arasındaki ilişkinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 182-187.
  • Valle, A., Cabanach, R. G., Nunez, J. C., Pienda, J. G., Rodriguez, S., ve Pinero, I. (2003). Multiple goals, motivation and academic learning. British Journal of Psychology, 73, 71-87.
  • Varış, F. (1978). Eğitimde program geliştirme (Üçüncü Baskı). Ankara: Ankara Üniversitesi Basımevi.
  • Vermeer, H. J., Boekaerts, M., ve Seegers, G. (2000). Motivational and gender differences: Sixth-grade students’ mathematical problem-solving behavior. Journal of Educational Psychology, 92, 308-315.
  • Weddel, K. S. ve Van Duzer, C. (1997). Needs assessment for adult ESL learners. ERIC Document Reproduction Service No. ED 407882).
  • Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-209.
  • Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91, 76-97.
  • Yalaz-Atay, D. (2003). Öğretmen eğitiminin değişen yüzü. Ankara: Nobel yayın Dağıtım.
  • Yalın, H. (2001). Hizmetiçi eğitim programlarının değerlendirilmesi. Milli Eğitim Dergisi, 150, 1-10.
  • Yawkey, T. D., Jackson, A. S., Li-Hui, W., ve Chung-Pei, C. (2003). Examining program impacts in the training of inservice graduate level teachers of culturally and linguistically diverse (CLD) students: Adelante perspectives. Multicultural Perspectives. 5, 31-39.
  • Young, R. A. ve Collin, A. (2004). Constructivism and social constructionism in the career field. Journal of Vocational Behavior, 64, 373-388.
  • Young, R. A. ve Valach, L. (2004). The construction of career through goal-directed action. Journal of Vocational Behavior, 64, 499-514.
  • Yurdakul, B. (2005). Yapılandırmacılık: Ö. Demirel (Ed), Eğitimde yeni yönelimler (s. 39-60). Ankara: Pegem Yayıncılık.
  • Zhang, L. F. (2004). Learning approaches and career personality types: Biggs and Holland united. Personality and Individual Differences, 37, 65-81.

Yapılandırmacı Bakış Açısıyla Hizmet İçi Eğitim: İhtiyaç, Kariyer, Öğrenme ve Motivasyon Boyutları

Yıl 2007, Cilt: 24 Sayı: 2, 29 - 48, 02.09.2015

Altay Eren , Raşit Özen , Kerim Karabacak

Öz

Bu çalışmanın amacı, yapılandırmacı bakış açısıyla ihtiyaç, kariyer, öğrenme ve motivasyon konularının hizmet içi öğretmen eğitimindeki olası yansımalarının incelenmesidir. Bu amaçla, amaç-ihtiyaç ilişkisi bağlamında eğitim ihtiyacının belirlenmesi, hizmet içi öğretmen eğitimi, kariyer, öğrenme ve motivasyon konuları yapılandırmacı bakış açısı temelinde tartışılmıştır. Sonuç olarak, yapılandırmacı bakış açısıyla hizmet içi eğitimde ihtiyaç, kariyer, öğrenme ve motivasyon konularının geleneksel bakış açısına göre farklılıklar içerdiği ve bu farklılıkların hizmet içi eğitim programlarını daha etkili ve verimli kılma potansiyeline sahip olduğu söylenebilir.

Anahtar Kelimeler

Hizmet içi öğretmen eğitimi yapılandırmacılık motivasyon öğrenme kariyer

Kaynakça

  • Argon, T. ve Eren, A. (2004). İnsan kaynakları yönetimi. Ankara: Nobel Yayın ve Dağıtım.
  • Aslangil, H. C. (2000). Hizmet içi eğitim. Çağdaş Eğitim Dergisi, 261, 13-18.
  • Berger, J. G., Boles, K. C., and Troen, V. (2005). Teacher research and school change: Paradoxes, problems, and possibilities. Teaching and Teacher Education, 21, 93-105.
  • Boyle, E. A., Duffy, T., ve Dunleavy, K. (2003). Learning styles and academic outcome: The validity and utility of Vermunt’s inventory of learning styles in British higher education setting. British Journal of Educational Psychology, 73, 267-290.
  • Brooks, M. G. ve Brooks, J. G. (1999). The courage to be constructivist. Educational Leadership, 57(3), 18-24.
  • Butler, D. L., Lauscher, H. N., Selinger, S. J., and Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education, 20, 435-455.
  • Castetter, W. B. ve Young, T. P. (2000). The human resource function in educational administration. NJ: Prentice-Hall.
  • Chang, W. (2005). Impact of constructivist teaching on students’ beliefs about teaching and learning in introductory physics. Canadian Journal of Science, Mathematics and Technology Education, 5(1), 95-109.
  • Cherubini, G., Zambelli, F., ve Boscolo, P. (2002). Student motivation: an experience of inservice education as a context for professional development of teachers. Teaching and Teacher Education, 18, 273-288.
  • Chruden, J. H. ve Sherman, A. W. (1984). Managing human resources. Ohio: South-Western Publishing.
  • Connor, M. (1994). Training the counsellor: An integrative model. KY: Routledge Publications.
  • Copleston, F. (1996). Felsefe tarihi: Aydınlanma. Çeviren: A. Yardımlı, İstanbul: İdea Yayıncılık.
  • Costantino, T. E. ve Greene, J. C. (2003). Reflections on the use of narrative in evaluation. American Journal of Evaluation, 24, 35-49.
  • Crick, R. D. (2005). Being a learner: A virtue for the 21st century. British Journal of Educational Studies, 53 (3), 359-374.
  • Çüçen, K. (2001). Bilgi Felsefesi. Bursa: ASA Kitabevi.
  • Daloğlu, A. (2004). A professional development program for primary school english language teachers in Turkey: Designing a material bank. International Journal of Educational Development, 24 (6), 677-690.
  • Day, C. (1999). Developing teachers: The challenges of lifelong learning. KY: Taylor Publications.
  • DeBacker, T. K. ve Nelson, R. M. (2000). Motivation to learn science: Differences related to gender, class type, and ability. The Journal of Educational Research, 93, 245-254.
  • De Cenzo, D. A. ve Robbins, S. P. (1996). Human resource management. NY: John Wiley & Sons Publications.
  • Demirel, Ö. (2004). Eğitimde program geliştirme (Yedinci baskı). Ankara: Pegem Yayıncılık.
  • Dennett, D. C. (1999). Aklın türleri. Çeviren: H. Balkara, İstanbul:Varlık/Bilim Yayınları.
  • Dunn, R. ve Stevenson, J. M. (1997). Teaching diverse college students to study with a learning-styles prescription. College Student Journal, 31, 333-340.
  • Eraut, M. (1988). Inservice teacher education. In M. J. Dunkin (Ed.), The International Encyclopedia of Teaching and Teacher Education (pp. 729-748). NY: Pergamon Press.
  • Ergür, D. O. (1998). Hacettepe üniversitesi dört yıllık lisans programlarındaki öğrenci ve öğretim üyelerinin öğrenme stillerinin karşılaştırılması. Yayınlanmamış Doktora Tezi, Hacettepe Üniversitesi, Ankara.
  • Erişen, Y. (1998). Öğretmenlere yönelik hizmet içi eğitim programlarını geliştirmede eğitim ihtiyacı belirleme süreci. Milli Eğitim Dergisi, 140, 39-43.
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013-1055.
  • Feldman, R. S. (1997). Essentials of understanding psychology (3rd edition). NY: McGraw Hill.
  • Gadzella, B. M., Masten, W. G., ve Huang, J. (1999). Differences between African American and Caucasian students on criticial thinking and learning style. College Student Journal, 33, 538-543.
  • Gruender, C. D. (1996). Constructivism and learning: A philosophical appraisal. Educational Technology, 36, 21-29.
  • Hand, B. ve Treagust, D. F. (1994). Teachers’ thoughts about changing to constructivist teaching/learning approaches within junior secondary science classrooms. Journal of Education for Teaching, 20, 97-113.
  • Harvey, S. (1999). The impact of coaching in South African primary science in SET. International Journal of Educational Development, 19, 191-205.
  • Kaplan, A. ve Midgley, C. (1997). The effect of achievement goals: Does level of perceived academic competence make a difference? Contemporary Educational Psychology, 22, 415-435.
  • Kelly, A. V. (2004). The curriculum: Theory and practice (5th edition). London: Sage Publications.
  • Kitchener, R. F. (2004). Piaget’s social epistemology. In J. I. M. Carpendale (Ed.), Social interaction and the development of knowledge (pp. 45-67). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Küçükahmet, L. (2000). Öğretimde planlama ve değerlendirme (Onbirinci baskı). Ankara: Nobel Yayın ve Dağıtım.
  • Kuzgun, Y. (2000). Meslek danışmanlığı. Ankara: Nobel Yayın Dağıtım.
  • Maehr, M. L. ve Breaskamp, L. A. (1986). The motivation factor: A theory of personal investment. MA: Lexington Books.
  • Maslow, A. (2001). İnsan olmanın psikolojisi. Çeviren: O. Gündüz, İstanbul: Kuraldışı Yayınları.
  • Myers, I. B. ve Myers, P. B. (1997). Kişilik: Farklı tipler farklı yetenekler.Çeviren: H. Ovacık, İstanbul: Kuraldışı Yayınları.
  • Ninnes, P. M. (1994). Toward a functional learning system for Soloman island secondary science classrooms. Journal of Science Education, 16, 677-688.
  • Nulty, D. D. ve Barret, M. A. (1996). Transitions in students’ learning styles. Studies in Higher Education, 21, 333-345.
  • Nuthall, G. (1999). Learning how to learn: The evolution of students’ minds through the social process and culture of the classroom. International Journal of Educational Research, 31(1), 141-256.
  • O’Sullivan, M. C. (2000). Needs assessment for INSET for unqualified primary teachers in Namibia: An effective model. Journal of Comparative Education, 30, 211-234.
  • O’Sullivan, M. C. (2002). Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia. Teaching and Teacher Education, 18, 523-539.
  • Özden, Y. (2003). Öğrenme ve öğretme (Beşinci baskı). Ankara: Pegem A Yayıncılık.
  • Perkins, D. (1999). The many faces of constructivism. Educational Leadership, 57, 6-11.
  • Piaget, J. (1999). İnsan ve Fikirleri. Çeviren: Ş. Çiftçioğlu, Ankara: Doruk Yayınları.
  • Reeve, J. (1998). Autonomy support as an interpersonal motivating style: Is it teachable? Contemporary Educational Psychology, 23, 312-330.
  • Richardson, M. S. (2004). The emergence of new intentions in subjective experience: A social/personal constructionist and relational understanding. Journal of Vocational Behavior, 64, 485-498.
  • Rovai, A. P. (2003). The relationship of communicator style, personality-based learning style, and classroom community among online graduate students. The Internet and Higher Education, 6, 347-363.
  • Sandholtz, J. H. (2002). Inservice training or professional development: Contrasting opportunities in a school/university partnership. Teaching and Teacher Education, 18, 815-830.
  • Standage, M. ve Treasure, D. C. (2002). Relationship among achievement goal orientations and multidimensional situational motivation in physical education. British Journal of Educational Psychology, 72, 87-103.
  • Savery, J. R. ve Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 33, 31-38.
  • Slaats, A., Lodewijks, H. G. L. C., ve Van Der Sanden, J. M. M. (1999). Learning styles in secondary vocational education: Disciplinary differences. Learning and Instruction, 9, 475-492.
  • Schmeck, R. R. ve Nguyen, T. (1996). Factors affecting college students’ learning styles: Family characteristics which contribute to college students attitudes toward education and preferences for learning strategies. College Student Journal, 30, 1-15.
  • Stead, G. B. (2004). Culture and career psychology: A social constructivist perspective. Journal of Vocational Behavior. 64, 389-406.
  • Taymaz, H. (1997). Hizmet içi eğitim: Kavramlar, ilkeler, yöntemler (Üçüncü baskı). Ankara: Gül Yayınevi.
  • Thomson, G. (1997). İlk Filozoflar (İkinci Baskı). Çeviren: M. H. Doğan, İstanbul: Payel Yayınevi.
  • Uşun, S. ve Cömert, D. (2003). Okulöncesi öğretmenlerin hizmet içi eğitim gereksinimlerinin belirlenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 2, 125-138.
  • Uzuntiryaki, E., Bilgin, İ., ve Geban, Ö. (2004). İlköğretim düzeyi öğretmen adaylarının öğrenme stilleri tercihleri ile cinsiyetleri arasındaki ilişkinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 182-187.
  • Valle, A., Cabanach, R. G., Nunez, J. C., Pienda, J. G., Rodriguez, S., ve Pinero, I. (2003). Multiple goals, motivation and academic learning. British Journal of Psychology, 73, 71-87.
  • Varış, F. (1978). Eğitimde program geliştirme (Üçüncü Baskı). Ankara: Ankara Üniversitesi Basımevi.
  • Vermeer, H. J., Boekaerts, M., ve Seegers, G. (2000). Motivational and gender differences: Sixth-grade students’ mathematical problem-solving behavior. Journal of Educational Psychology, 92, 308-315.
  • Weddel, K. S. ve Van Duzer, C. (1997). Needs assessment for adult ESL learners. ERIC Document Reproduction Service No. ED 407882).
  • Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-209.
  • Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91, 76-97.
  • Yalaz-Atay, D. (2003). Öğretmen eğitiminin değişen yüzü. Ankara: Nobel yayın Dağıtım.
  • Yalın, H. (2001). Hizmetiçi eğitim programlarının değerlendirilmesi. Milli Eğitim Dergisi, 150, 1-10.
  • Yawkey, T. D., Jackson, A. S., Li-Hui, W., ve Chung-Pei, C. (2003). Examining program impacts in the training of inservice graduate level teachers of culturally and linguistically diverse (CLD) students: Adelante perspectives. Multicultural Perspectives. 5, 31-39.
  • Young, R. A. ve Collin, A. (2004). Constructivism and social constructionism in the career field. Journal of Vocational Behavior, 64, 373-388.
  • Young, R. A. ve Valach, L. (2004). The construction of career through goal-directed action. Journal of Vocational Behavior, 64, 499-514.
  • Yurdakul, B. (2005). Yapılandırmacılık: Ö. Demirel (Ed), Eğitimde yeni yönelimler (s. 39-60). Ankara: Pegem Yayıncılık.
  • Zhang, L. F. (2004). Learning approaches and career personality types: Biggs and Holland united. Personality and Individual Differences, 37, 65-81.
Toplam 73 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Özgün Çalışma
Yazarlar

Altay Eren

Raşit Özen

Kerim Karabacak

Yayımlanma Tarihi 2 Eylül 2015
Yayımlandığı Sayı Yıl 2007 Cilt: 24 Sayı: 2

Kaynak Göster

APA Eren, A., Özen, R., & Karabacak, K. (2015). Yapılandırmacı Bakış Açısıyla Hizmet İçi Eğitim: İhtiyaç, Kariyer, Öğrenme ve Motivasyon Boyutları. Bogazici University Journal of Education, 24(2), 29-48.

This work is licensed under a Creative Commons Attribution 4.0 International License.