Faculty Members’ Point of Views Regarding Lifelong Learning

Yıl 2016, Cilt: 7 Sayı: 4, 331 - 363, 30.10.2016

Halil İbrahim Haseski Hatice Ferhan Odabaşı

https://doi.org/10.17569/tojqi.79489

Cited By: 2

Öz

The
purpose of the current study is to investigate faculty members’ thoughts and
characteristics regarding lifelong learning. The research has been designed as phenomenology. The sampling of the research consisted of 65
academicians who are professors, associate professors, assistant professors and
research assistants from 17 faculties of Anadolu University in fall term of
2014-2015 education year. These participants have been selected by using
purposive sampling method according to the proportional distribution of faculty
members in the universe of study. Researchers
designed semi-structured interview form and written-interview form to collect
qualitative data. Collected data was analyzed by using content analysis. Based
on the themes and codes in which analysis result achieved, faculty members’
thoughts about lifelong learning and factors which effect faculty members’
lifelong learning characteristics were determined. At the end of the study, it
was found that faculty members participated in professional activities, social
activities and personal development activities. However, academicians stated
that they encounter some problems to participate in lifelong learning
activities. It was found that these problems have personal, professional,
institutional, social aspects and also they are originated from the structure
of academic system, technology, bureaucracy and inadequate facilities. Faculty members stated that lifelong
learning is important for them in personal, professional and social ways.
However, the participants identified the different aspects of lifelong
learning. The participants stated that both individual and environmental
factors are effective on faculty members’ lifelong learning characteristics.
Based on the results, several suggestions were put forward for implementation
for higher education institutions and researchers.

Anahtar Kelimeler

Lifelong learning, faculty members, academicians, effective factors in lifelong learning

Öğretim Elemanlarının Yaşamboyu Öğrenmeye Yönelik Görüşleri

Öz

Bu çalışmanın
amacı, öğretim elemanlarının yaşamboyu öğrenmeye yönelik düşüncelerini ve
yaşamboyu öğrenme özelliklerini etkileyen faktörleri ortaya koymaktır. Bu amaç
doğrultusunda söz konusu araştırma olgu bilim deseni ile desenlenmiştir.
Araştırmanın örneklemi 2014-2015 eğitim-öğretim yılının güz döneminde Anadolu
Üniversitesi’nin 17 fakültesinde faaliyet göstermekte olan profesör, doçent,
yardımcı doçent ve araştırma görevlileri arasından seçilen 65 katılımcıdan
oluşmaktadır. Söz konusu katılımcıların belirlenmesinde gönüllülük esası
temelinde hareket edilmiş ve öğretim üyelerinin evren içindeki oransal
dağılımına göre amaçlı örneklem alınmıştır. Araştırmanda ulaşılan veriler,
araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu ve
yazılı görüşme formu kullanılarak elde edilmiş ve içerik analizi ile analiz
edilmiştir. Araştırmanın sonucunda, öğretim elemanlarının yaşamboyu öğrenme
kapsamında mesleki etkinliklere, sosyal etkinliklere ve kişisel gelişim
etkinliklerine katıldıkları belirlenmiştir. Söz konusu sürece aktif
katılımlarında akademisyenlerin kişisel, mesleki, kurumsal, toplumsal, akademik
sistemin yapısı, teknoloji, bürokrasi ve yetersiz olanaklardan kaynaklı
sorunlar yaşadıkları belirlenmiştir. Öğretim elemanları, yaşamboyu öğrenmenin
kişisel, mesleki ve sosyal-toplumsal açılardan, kendileri için önemli olduğunu
ifade etmişlerdir. Bununla birlikte katılımcılar, yaşamboyu öğrenmeyi farklı
boyutlarıyla tanımlamışlardır. Çalışmanın katılımcıları, öğretim elemanlarının
yaşamboyu öğrenme özelliklerinin bireysel ve çevresel faktörlerden
etkilendiğini belirtmişlerdir. Araştırmanın sonunda ulaşılan bulgular temelinde
yüksek eğitim kurumları ve araştırmacılara yönelik çeşitli öneriler
getirilmiştir.

Anahtar Kelimeler

Yaşamboyu öğrenme, öğretim elemanları, akademisyenler, yaşamboyu öğrenmede etkili faktörler

Kaynakça

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