Öz
The guiding principal of this research was shaped by “Mother University”, a civil society project,which was conducted by Yıldız Technical University and City & Thought Center of Esenler Municipality, in order to aim to provide non-formal education opportunity to the mothers who had beenobliged to suspend their formal education. The mothers were taught with nine modules such as art,health, media, communication, etc. at the university – formal education environment. In this framework of the practices of non-formal education, the mothers were asked to write their own talesin order to raise their awareness on their own creative and analytic thinking styles, capability ofself-expression, self-learning and social values. Thus, the tale study would become an educationaloutcome through adding experiences to module lectures. The mothers were observed during thewhole educational period; their classroom performances were evaluated and consequently, twentyfive tales were approved to be publish with regard to their narrative coherence and educationalmessage. After the tales were examined with the inductive thematic analysis method, the motherswere interviewed orally and in written about the process of writing tales. The themes received fromthe content were compared with the results of the interviews with the help of inductive themativanalysis. Thus, the contribution of non-formal education was evaluated in writing process of the tales
Anahtar Kelimeler
Kaynakça
- Braun, V., ve Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Reseach in Psychology, 3(2), 77-101.
- Çıblak, N. (2005). V. Propp’un Masal Çözümleme Metodu. Türk Dili, 638, 127-140.
- Dirkx, J. M. (1998). Transformative Learning Theory in the Practice of Adult Education: An Overview. PAACE Journal of Lifelong Learning, 7, 1-14.
- Egbezor, D. E. ve Okanezi, B. (2008). Non-Formal Education as a Tool to Human Resources Develop-ment: An Assessment. International Journal of Scientific Research in Education, 1(1), 26-40.
- Eloranta, L. (2013). Innovation in a Non-Formal Adult Education Organisation – multi-case study in four adult education centres, Thesis for the degree of Doctor of Science(technology). Erişim tarihi 14 Eylül 2014, www.doria.fi/bitstream/handle/
- Eurydice, (2011). Modernisation of Higher Education in Europe: Funding and the Social Dimension. Erişim tarihi 09 Ekim 2014, http://eacea.ec.europa.eu/education/eurydice.
- Forehand, M. (2012). Bloom’s Taxonomy. Erişim tarihi 03 Ocak 2015, http://www4.edumoodle.at/gwk/pluginfile.php/109/mod_resource/content/5/forehand_bloomschetaxonomie02.pdf
- Freire, P. (1997). Pedagogy of The Oppressed. New Revised 20th-Anniversay Edition: Continuum Newyork,
- Hussain, M. S. (2013). Challenges and Emerging Perspectives in Adult Education Delivery in Nigeria. European Scientific Journal, 9.(13), 138-145.
- Knowles, M.S., Holton, E.F. ve Swanson, R.A. (2005). The Adult Learner: the definitive classic in adult education and human resource development. 6th ed. Elsevier.
- Knox, A. B. (2002). Evaluation for Continuing Education A Comprehensive Guide to Success, Jossey-Bass.
- Kuzu, T. (2002). Masalın Değişmez Yasaları - İşlevsel Birimler –. Anadolu Üniversitesi Edebiyat Fakültesi Dergisi, Edebiyat Fakültesi Yayınları, 10(3), Eskişehir, 219-229.
- Murat, S. (2009). Dünden Bugüne İstanbul’da Yaygın Eğitim. İstanbul Tic. Odası Yayınları Yayın No: 2009-8. Erişim tarihi 16 Eylül 2014, www.ito.org.tr/itoyayin/0020791.pdf
- Ngaka, W., Openjuru, G., Mazur, R.E. (2012). Exploring Formal and Non-Formal Education Practices for Integrated and Diverse Learning Environments in Uganda. The International Journal of Diversity in Organizations, Communities and Nations, 11(6), 109-121.
- Patton, M. Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage.
- Takayanagi, T. (2013), タカヤナギタエコ, & 高柳妙子. Rethinking literacy: A case study exploring women's informal learning in coastal Kenya. CICE 叢書 5 Africa-Asia University Dialogue for Edu-cational Development: Final Report of the Phase II Research Results:(1) Gender and Equity, 51-63. Erişim tarihi 14 Eylül 2014, http://home.hiroshima-u.ac.jp/cice/wp-content/uploads/publications/series/5-1/5-1-41.pdf
- Ültanır, E., Ültanır, G. (2005). Estonya, İngiltere ve Türkiye’de Yetişkinler Eğitiminde Profesyonel Standartlar. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 1-23.
- Vermeersch, L., Vandenbroucke, A. (2009). The Access of Adults to Formal and Nonformal Adult Education Country report: Belgium (Flemish Community). LLL2010 project, Subproject 5. K.U.Leuven (Univer-sity of Leuven) - Higher Institute for Labour Studies: Leuven.
Öz
Bu çalışmanın temelini, Esenler Belediyesi Şehir ve Düşünce Merkezi ile Yıldız Teknik Üniversitesi’nin birlikte geliştirdiği bir sosyal sorumluluk çalışması olan, eğitimlerine devam edemeyip ara vermiş annelerin yaygın eğitimlerine katkıda bulunmayı hedefleyen “Anne Üniversitesi” teşkil etmektedir. Annelere üniversite – örgün eğitim ortamında dokuz modül halinde sanat, sağlık, medya, iletişim gibi konularda eğitimler verilmiştir. Bu çerçevede yaygın-yetişkin eğitimi uygulamaları adına annelerden kendi masallarını yazmaları istenerek yaratıcı-çözümleme düşünce biçimleri, ifade güçleri, öz-öğrenmeleri ve sosyal değerleri üzerindeki farkındalıklarının arttırılması hedeflenmiştir. Anneler, eğitimleri boyunca sınıf içinde gözlemlenmiş; sınıf içi performansları değerlendirilmiş ve yapılan değerlendirme sonucunda 25 masal anlatım bütünlüğü ve verdiği eğitim mesajı bakımından basılmaya uygun bulunmuştur. Annelerin masalları, tematik inceleme ile değerlendirildikten sonra kendileri ile masalların yazım süreçleri üzerine sözlü ve yazılı görüşmeler yapılmış; tümevarımsal tematik inceleme yöntemi ile içerikteki temalar, görüşmeler sonucunda elde edilen verilerle karşılaştırılarak yaygın eğitimin masalların oluşumundaki katkısı incelenmiştir.
Anahtar Kelimeler
Kaynakça
- Braun, V., ve Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Reseach in Psychology, 3(2), 77-101.
- Çıblak, N. (2005). V. Propp’un Masal Çözümleme Metodu. Türk Dili, 638, 127-140.
- Dirkx, J. M. (1998). Transformative Learning Theory in the Practice of Adult Education: An Overview. PAACE Journal of Lifelong Learning, 7, 1-14.
- Egbezor, D. E. ve Okanezi, B. (2008). Non-Formal Education as a Tool to Human Resources Develop-ment: An Assessment. International Journal of Scientific Research in Education, 1(1), 26-40.
- Eloranta, L. (2013). Innovation in a Non-Formal Adult Education Organisation – multi-case study in four adult education centres, Thesis for the degree of Doctor of Science(technology). Erişim tarihi 14 Eylül 2014, www.doria.fi/bitstream/handle/
- Eurydice, (2011). Modernisation of Higher Education in Europe: Funding and the Social Dimension. Erişim tarihi 09 Ekim 2014, http://eacea.ec.europa.eu/education/eurydice.
- Forehand, M. (2012). Bloom’s Taxonomy. Erişim tarihi 03 Ocak 2015, http://www4.edumoodle.at/gwk/pluginfile.php/109/mod_resource/content/5/forehand_bloomschetaxonomie02.pdf
- Freire, P. (1997). Pedagogy of The Oppressed. New Revised 20th-Anniversay Edition: Continuum Newyork,
- Hussain, M. S. (2013). Challenges and Emerging Perspectives in Adult Education Delivery in Nigeria. European Scientific Journal, 9.(13), 138-145.
- Knowles, M.S., Holton, E.F. ve Swanson, R.A. (2005). The Adult Learner: the definitive classic in adult education and human resource development. 6th ed. Elsevier.
- Knox, A. B. (2002). Evaluation for Continuing Education A Comprehensive Guide to Success, Jossey-Bass.
- Kuzu, T. (2002). Masalın Değişmez Yasaları - İşlevsel Birimler –. Anadolu Üniversitesi Edebiyat Fakültesi Dergisi, Edebiyat Fakültesi Yayınları, 10(3), Eskişehir, 219-229.
- Murat, S. (2009). Dünden Bugüne İstanbul’da Yaygın Eğitim. İstanbul Tic. Odası Yayınları Yayın No: 2009-8. Erişim tarihi 16 Eylül 2014, www.ito.org.tr/itoyayin/0020791.pdf
- Ngaka, W., Openjuru, G., Mazur, R.E. (2012). Exploring Formal and Non-Formal Education Practices for Integrated and Diverse Learning Environments in Uganda. The International Journal of Diversity in Organizations, Communities and Nations, 11(6), 109-121.
- Patton, M. Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage.
- Takayanagi, T. (2013), タカヤナギタエコ, & 高柳妙子. Rethinking literacy: A case study exploring women's informal learning in coastal Kenya. CICE 叢書 5 Africa-Asia University Dialogue for Edu-cational Development: Final Report of the Phase II Research Results:(1) Gender and Equity, 51-63. Erişim tarihi 14 Eylül 2014, http://home.hiroshima-u.ac.jp/cice/wp-content/uploads/publications/series/5-1/5-1-41.pdf
- Ültanır, E., Ültanır, G. (2005). Estonya, İngiltere ve Türkiye’de Yetişkinler Eğitiminde Profesyonel Standartlar. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 1-23.
- Vermeersch, L., Vandenbroucke, A. (2009). The Access of Adults to Formal and Nonformal Adult Education Country report: Belgium (Flemish Community). LLL2010 project, Subproject 5. K.U.Leuven (Univer-sity of Leuven) - Higher Institute for Labour Studies: Leuven.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 20 Ağustos 2015 |
| Yayımlandığı Sayı | Yıl 2015 Cilt: 5 Sayı: 2 |
Cited By
YAYGIN GASTRONOMİ EĞİTİMİNDE ARZ VE TALEP ETKİLEŞİMİNİN DEĞERLENDİRİLMESİNE YÖNELİK BİR ARAŞTIRMA
Trakya Üniversitesi Sosyal Bilimler Dergisi
MEHMET SARIOĞLAN
https://doi.org/10.26468/trakyasobed.377653
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