Ortaokul Öğretmenlerinin Öğretmenlik Meslek Gelişimi Algıları: Uganda’nın Beş Bölgesindeki Öğretmenlerle Bir Durum Çalışması

Year 2014, Volume: 3 Issue: 2, 185 - 202, 01.12.2014

Alice Merab Kagoda Betty Akullu Ezati

Abstract

Öğretmenlik meslek gelişimi (ÖMG), 21. yüzyılda okulları şekillendiren değişiklikler ile birlikte öğretmenleri geliştirmek açısından önemlidir. Ancak ÖMG, öğretmenler onu önemli olarak algılar ise değer kazanır. Bununla birlikte öğretmenlerin, öğretmenliğin mesleki gelişimine dair algılarının çeşitliliği, onların ÖMG’ye olan görüşlerini de muhtemelen etkiler. Bu araştırmada ortaokul öğretmenlerinden elde edilen verilerden yola çıkılarak, öğretmenlerin “öğretmenlik meslek gelişimi” kavramına ilişkin algıları, kullandıkları ÖMG yaklaşımları ve karşılaştıkları engel/kısıtlamalar incelenmiştir. Araştırmanın sonuçlarına göre, öğretmenlerin ÖMG kavramına ilişkin kavrayışları dar bir açıya sahiptir. Birçoğu için ÖMG kendini geliştirmek için tekrar eğitim fakültelerine dönmek iken, bazıları için ÖMG seminerlere ve atölye çalışmalarına katılmak anlamına gelmektedir. Zamanın, maddi kaynakların, motivasyonun, müdürlerden ve hükümetten gelen desteğin yetersizliği gibi eksiklikler, karşılaşılan engeller olarak belirtilmiştir. Araştırmacılara göre mevcut öğretmenlik programlarında öğretmenlik meslek gelişimine ilişkin bir unsur barındırmalıdır. Eğitim ve Spor Bakanlığı ve müdürler, öğretmenlerin mesleki gelişim çabalarında onları desteklemelidir. Öz saygıları düşük öğretmenler kongrelere, atölye çalışmalarına ve yerel düzeyde grup etkinliklerine katılmaları için teşvik edilmelidir

Keywords

Ortaokul öğretmenleri, öğretmenlerin mesleki gelişimi, öğretmenlerin algıları

Secondary School Teachers’ Perception of “Teacher Professional Development”: A Case Study of Teachers from Five Districts of Uganda

Abstract

Teacher professional development (TPD) is important in keeping teachers abreast with changes that characterise the 21st century schools. However, TPD will only be valuable if teachers perceive it as important. Moreover the varying perceptions of teacher professional development by teachers are likely to affect their view of TPD. Using data collected from secondary school teachers, this study explored teachers’ understanding of the concept “teacher professional development, TPD approaches used by teachers and barriers/constraints they face. Results show that teachers have narrow understanding of the concept, and that to many TPD meant subject content upgrading by going back to teacher training college, while others view it as attending workshops and seminars. Barriers mentioned included shortage of time, lack of funds, lack of motivation and support by head teachers and government as a whole. Researchers recommend that teacher education should incorporate a component of professional teacher development in the initial teacher training. The head teachers and Ministry of Education and Sports should support in-service teachers in their endeavour to develop professionally. Teachers with low selfesteem should be motivated through attendance of conferences, workshops and group activities at local level

Keywords

Secondary School Teachers, Teacher Professional development, teachers’ perception

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