Parental Involvement in Teacher Education: What, Why and How?

Yıl 2018, Cilt: 26 Sayı: 3, 965 - 974, 15.05.2018

E.nihal Lindberg

https://doi.org/10.24106/kefdergi.413394

Öz

The study
was aimed to define the opinions of teacher educators on the importance of
parental involvement in teacher education, sufficiency level of teacher
education programs about teaching how to involve parent to education and their
suggestions for improving programs. Both qualitative and quantitative data were
gathered. A scale based on Epstein and Sanders studies was used to gather
quantitative data. Qualitative data was gathered with open-ended questions.
Two-hundred eighty-three teacher educators attended to the study. Results
showed that teacher educators believed that preservice teachers don’t have
enough knowledge on parental involvement. They stated that teachers should have
knowledge and skills such as volunteering in parental involvement, designing
interactive homework and planning and implementing a full year program for
parental involvement activities. They emphasized parental participation is a
missing but necessary topic to add to all teacher education programs. Moreover,
it is vital to increase cooperation between universities and MNE.

Anahtar Kelimeler

teacher education, teacher educators, parental involvement, school-family and community partnership

Öğretmen Eğitiminde Aile Katılımı: Ne, Neden ve Nasıl?

Öz

Bu çalışmanın amacı öğretim
elemanlarının, öğretmen eğitiminde, aile katılımının önemi ile programlarının
aile katılımı başlıklarını kapsama konusundaki yeterliliklerine ilişkin görüş
ve önerilerini belirlemektir. Çalışma için hem nitel hem de nicel veriler
toplanmıştır. Nicel veriler, Epstein ve Sanders’in çalışmalarına dayanan bir
ölçek yoluyla elde edilmiştir. Nitel veriler ise açık uçlu sorular aracılığıyla
toplanmıştır. Çalışmaya 283 öğretim elemanı katılmıştır. Sonuçlara göre öğretim
elemanları, öğretmen adaylarının aile katılımına ilişkin yeterli bilgiye sahip
olmadıklarına inanmaktadır. Eğitimciler, öğretmen adaylarının öncelikle, aile
katılımında gönüllü olma, etkileşimli ödevler tasarlama, aile katılımını
sağlayacak yıllık bir program planlama ve uygulama gibi bilgi ve becerilere
sahip olmaları gerektiğini belirtmişlerdir. Aile katılımının tüm öğretmen
eğitimi programlarında eksik ancak gerekli ve önemli bir konu alanı olduğunu
vurgulamışlardır. Ayrıca, üniversiteler ile MEB arasındaki iş birliğinin
artması gerektiğine de dikkat çekmişlerdir.

Kaynakça

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