ÖĞRETMEN ADAYLARININ ÜNİVERSİTELERDE SUNULAN SOSYAL VE AKADEMİK OLANAKLARI DEĞERLENDİRME DURUMLARI: ODTÜ ÖRNEĞİ

Öz

Araştırma öğretmen adaylarının üniversitelerin sunmuş olduğu sosyal ve akademik etkinlikleri ne ölçüde değerlendirdiklerini ele almaktadır. Bu kapsamda, çalışmanın katılımcılarını ülkenin önde gelen üniversitelerinden biri olan Orta Doğu Teknik Üniversitesinin Eğitim Fakültesi’nde öğrenim gören 212 öğrenci oluşturmuştur. Öğretmen adaylarının sosyal ve akademik etkinliklere karşı görüşleri, etkinliklere katılım dereceleri ve etkinliklere katılımlarını etkileyen faktörler betimsel analiz yöntemleriyle incelenmiştir. Araştırmada, öğretmen adaylarının, nitelikli ve etkinlik yönünden zengin bir üniversitede olmalarına; ayrıca kişisel ve mesleki gelişimleri için çok önemli olduğunu düşünmelerine rağmen etkinliklere katılımlarının düşük düzeyde olduğu görülmüştür. Öğrenciler, etkinliklere katılımlarını olumsuz yönde etkileyen etmenler arasında, zaman sıkıntısı, ders yükünün fazlalığı ve Eğitim Fakültesi’nin yerleşkedeki konumunu belirtmişlerdir.

Anahtar Kelimeler

• Sosyal ve akademik etkinlikler, öğretmen eğitimi, yetkin öğretmen özellikleri

TOWARD THEIR PROFESSIONAL DEVELOPMENT: DO THE PROSPECTIVE TEACHERS BENEFIT FROM ACADEMIC AND SOCIAL FACILITIES? A METU CASE

Öz

The purpose of this study is to explore the degree of prospective teachers’ participation in social and academic facilities offered by Middle East Technical University. The number of prospective students participated in the study was 212. Through the descriptive analysis of the data collected, their beliefs towards professional development and participation in activities and the degree of their participation and obstacles affecting prospective students’ intention to participate activities are analyzed. The results indicate that in spite of believing in participating in social and academic activities with regard to personal, social, and pedagogical development, the degree of prospective students’ participation in activities were somehow fewer than expected, and the factors influencing the degree of students’ participation in activities negatively were found as workload, time limitation, and faculty’s physical location

Anahtar Kelimeler

• Social and academic activities/facilities, teacher education, effective teacher characteristics

Kaynakça

1. Ausubel, P. D., Robinson, F. G. (1969). School learning. New York: Holt, Rinehart ve Winston Inc.
2. Blase, J. (1986). Socialization as humanization: One side of becoming a teacher.
3. Sociology of Education, 59(2), 100-113. Bowen, H.R. (1977). Investment in learning: The individual and social value of
4. American higher education. San Francisco: Jossey-Bass. Cruickshank, D.R., Bainer, D.L., ve Metcalf, K.K. (1995). Act of teaching. USA: McGraw-Hill, Inc.
5. Darling-Hammond, L. ve Baratz-Snowden, J. (2005). A Good teacher in every classroom: Preparing the highly qualified teachers our children deserve.
6. San Francisco, CA: Jossey-Bass. Erdoğan, M., Uşak, M. ve Aydın, H. (2008). Investigating prospective teachers’ satisfaction with social services and facilities in Turkish universities.
7. Journal of Baltic Science Education,. 7(1), 17-26. Feldman, K.A. ve Newcomb, T.M. (1994). The impact of college on students. New
8. Brunswick & London: Transaction Publishers. Field, A. (2005). Discovering statistics using SPSS. Newbury Park. CA: Sage.

9. Güçlü, N. ve Güçlü, M. Sempozyum’96 Modern öğretmen yetiştirmede gelişme ve ilerlemeler. Öğretmen eğitiminde nitelik sorunu. (30 Eylül-4 Ekim,1996),
10. H.Ü. Eğitim Fakültesi, Ankara: Mesleki ve Teknik Açıköğretim Okulu Matbaası. 48-60. Güvenç, B. (1992). Eğitim sorunlarımız ve eğitimci. Eğitim ve Bilim, 84(16), 3-8.
11. Karemera, D., Reuben, L. J. ve Sillah, M.R. (2003). The effect of academic environment and background characteristics on student satisfaction and performance: the case of south Carolina State University’s school of business. College Student Journal, 37(2), 298–309.
12. ODTÜ. (2008). Yerleşkede yaşam, öğrenci toplulukları. İnternet’ten, 20, 2009’da elde edilmiştir: http://www.odtu.edu.tr/clife/studgroups.php.
13. ODTÜ. (2008). ODTÜ Uluslararası bahar şenliği. İnternet’ten, 20, 2009’da elde edilmiştir: http://www.metu.edu.tr/home/wwwkim/senlik.html.
14. ODTÜ. (2008). ODTÜ’nün misyonu. İnternet’ten, 20, 2009’da elde edilmiştir: http://www.odtu.edu.tr/about/misguide.php.
15. Murtaugh, M. (1988). Achievement outside the classroom: The role of nonacademic activities in the lives of high school students. Anthropology & Education Quarterly, 19(4), 382-395.
16. Medley, D. (1986). Teacher effectiveness. In H. Mitzel (Ed.), The Encyclopedia of
17. Educational Research (pp. 1894-1903). New York: MacMillan.
18. Ornstein, A. C. (1976). Can we define a good teacher? Peabody Journal of Education, 53(3), 201-207.
19. Önder, S. (2003). A research on determination of recreational tendency and demands of students of Selcuk University. Ziraat Fakültesi Dergisi, 17(32), 31-38.
20. Önkol, P., Tan, G., Erdoğan, M. ve Mısırlı, A. (2005) Total quality management: A need or a must? Nikos, P. T. (ed.) Quality in education in the Balkans:
21. Education and Pedagogy in Balkan Countries. Volume 5. Athens: Publishing House Kyriakidis Brothers s.a, 413-435
22. Pace, C. R. (1984). Measuring the quality of college student experiences. Los
23. Angeles: University of California. The Center for the Study of Evaluation. Spady, W. G. (1970). Effects of peer status and extracurricular activities on goals and achievement. The American Journal of Sociology, 75(4), 680-702.
24. Stronge, J. H. (2002). Qualities of effective teachers. USA: Association for
25. Supervision & Curriculum Development Şişman, M. (1999). Öğretmenlik mesleğine giriş. Ankara: Pegem A Yayıncılık
26. Tam, M. (2002). University impact on student growth: a quality measure? Journal of
27. Higher Education Policy and Management, 24(2), 211-218. Zeichner, K. M., Grant, C., Gay, Geneva, Gillette, M., Valli, L. ve Villegas, A. M. (1998). A research informed vision of good practice in multicultural teacher education: Design principles. Theory into Practice, 37 (2), 163-171.
28. The Journal of Turkish Educational Sciences Spring 2011, 9(2), 406-410
29. In fact, teachers have the responsibility of preparing their students for their social role besides many other responsibilities. Therefore, it is highly essential for teachers to be prepared and meet the needs of the students with different interests, abilities, and expectations, and the role of the teachers, who are charged with enabling learners to reach the highest standards of accomplishment (Darling- Hammond & Baratz-Snowden, 2005). Since teacher is the person who not only transfers the content knowledge through the right pedagogical activities but also is a
30. Address for correspondence: ** Araş. Gör., ODTÜ Eğitim Fakültesi, Eğitim Bilimleri Bölümü, 06531,
31. Ankara, [e-mail] role-model composed of honesty and equity, warmth and sense of humor, strong communication skills, enthusiasm, decision making and problem solving skills, self- respect, adaptable, encouraging and supportive, high expectations for success, creativity and modernism, self-confidence, leadership skills, and professional identity (Cruickshank et. al, 1995).
32. According to Medley (1986), increasing the teacher effectiveness is a major goal of education. However, how is it possible to develop all or some of these elements above with existing content knowledge and pedagogy courses provided by
33. Education Faculties? At this point, social dimension or impact of campus life in educating teachers should be taken into consideration as an important element of teacher professionalism. As Erdoğan et al (2008) state that to foster the productivity of education and to make prospective teachers achieve expected learning outcomes, designing proper learning environment and introducing social services and facilities are as much important as educational and instructional activities supplied by the university.
34. METU is an exemplary case of social and academic professional development in Turkey. It is one of Turkey's most competitive universities, with its student societies, 11 sports groups and 34 teams throughout 2006-2007 academic year. The student societies successfully organized various cultural, sports and arts events which amount to the number of 1098.
35. Regarding the degree level of participation; although, more than half of the prospective teachers state that their participation was not enough for their personal and professional development, the results showed that their participation was not as high as it should be. As previous research at METU (2008) showed, the most popular social activity among students was traditional International Spring Festival.