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Deneyimsel Mesleki Farkındalığın Tutumsal Öğrenme Çıktıları: Turizm Rehberliği Lisans Öğrencilerine Yönelik Pilot Uygulama

Yıl 2022, , 182 - 212, 31.12.2022
https://doi.org/10.34090/tured.1204105

Öz

Amaç ve Önem: Dünyada meydana gelen teknolojik, psikolojik, sosyal, ekonomik ve kültürel gelişmeler, yeni kuşak öğrencilerin öğrenim hayatlarında önemli değişikliklere yol açmaktadır. Dolayısıyla bu dönüşüme ayak uydurmak için yeni öğrenme yöntemlerinin gerekliliği ortaya çıkmaktadır. Bu yaklaşımdan hareketle, yazarlar tarafından bilinçli farkındalık ve aktif öğrenme temelli Deneyimsel Mesleki Farkındalık (DEMEF) eğitim programı geliştirilmiştir. Bu doğrultuda, bu araştırmanın temel amacı, turizm rehberliği lisans öğrencilerinin DEMEF programının uygulanması sonucunda oluşan tutumsal öğrenme çıktılarını belirlemektir.

Yöntem: Araştırmada nitel araştırma tasarımı kullanılmıştır. Veriler, nitel form tekniğiyle toplanmıştır. Araştırmada, ölçüt örneklem yöntemi tercih edilmiştir. Bu doğrultuda araştırma, bir turizm fakültesi bünyesindeki turizm rehberliği bölümünde 2. ve 3. sınıfta okuyan ve DEMEF programına dâhil olan 64 öğrencinin katılımıyla gerçekleşmiştir. Araştırma verileri, MAXQDA nitel veri analiz programıyla içerik analizine tabi tutulmuştur.

Bulgular: Araştırmada; DEMEF’in mesleki ve kişisel açıdan birçok olumlu çıktısı olduğu ve öğrencilere “önce eylemde bulunma, sonra bu eylemlerden duygu ve bilgi üretme” şeklinde bir öğrenme stratejisi kazandırdığı tespit edilmiştir. Ayrıca DEMEF’in, öğrencilerin mesleğe (öğrenme, tanıma ve yapma) ve kendilerine (kendini tanıma, geliştirme) yönelik tutumlarını olumlu yönde değiştirdiği ve en çok davranışsal öğrenmelerini arttırdığı saptanmıştır.

Özgünlük/Bilimsel Katkı: DEMEF eğitim programının tutumsal mesleki öğrenme çıktıları, özgün bir değere sahiptir. Bunun temel sebebi, DEMEF’in turist rehberliği ve eğitim psikolojisi dikkate alınarak bilinçli deneyimsel farkındalık açısından tasarlanan yeni bir aktif öğrenme modeli olmasıdır. Ayrıca bulgular, bilinçli farkındalık eğitim uygulamalarının ilk defa turist rehberliği eğitimine uyarlanması sonucunda elde edilen özgün bulgulardır. Dolayısıyla bu araştırma hem konu ve eğitim programı hem de bulguları açısından özgün bir araştırma niteliğinde olup, ilgili literatüre ve turist rehberliği uygulamalı eğitimine önemli katkı sağlayacaktır.

Anahtar Kelimeler: Bilinçli farkındalık, deneyimsel mesleki farkındalık, aktif öğrenme, tutumsal öğrenme, turist rehberliği eğitimi 

Kaynakça

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Attitudinal Learning Outcomes of Experiential Vocational Mindfulness: A Pilot Application for Tourism Guidance Undergraduate Students

Yıl 2022, , 182 - 212, 31.12.2022
https://doi.org/10.34090/tured.1204105

Öz

Purpose and Importance: Technological, psychological, social, economic and cultural developments in the world lead to significant changes in the educational lives of new generation students. Therefore, in order to keep up with this transformation, the necessity of new learning methods emerges. Based on this approach, the authors created the Experiential Vocational Mindfulness (EVOM) training program, which is based on mindfulness and active learning. The main goal of this research in this direction is to determine the attitudinal learning outcomes of undergraduate tourism guidance students as a result of the implementation of the EVOM program.

Methodology: The study employed a qualitative research design. The qualitative form technique was used to collect the data. In the study, criterion sampling method was preferred. The study was conducted on 64 students in their second and third years of study in the tourism guidance department of a tourism faculty and participating in the EVOM program. The MAXQDA qualitative data analysis program was used to do content analysis on the research data.

Findings: In the research, it has been determined that EVOM has many positive outcomes in terms of professional and personal aspects, and it provides students with a learning strategy such as "first to act and then to produce emotions and knowledge from these actions." In addition, it was determined that EVOM positively changed the attitudes of students towards the tourist guiding (learning, getting to know, and doing) and themselves (self-knowledge, developing) and mostly increased their behavioral learning.

Originality/Value: The EVOM training program's attitudinal and vocational learning outcomes are exceptional. The main reason for this is that EVOM is a novel mindful experiential learning paradigm that takes into consideration tourist guidance and educational psychology. Furthermore, the findings are novel because this is the first time that mindfulness training practices have been used in tourist guidance education. As a result, this study is unique in terms of both the subject and the training program, as well as its findings, and it will make a significant contribution to the relevant literature and tourist guidance education.

Keywords: Mindfulness, experiential vocational mindfulness, active learning, attitudinal learning, tourist guidance education 

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  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
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  • Miralles-Armenteros, S., Chiva-Gómez, R., Rodríguez-Sánchez, A., & Barghouti, Z. (2021). Mindfulness and academic performance: The role of compassion and engagement. Innovations in Education and Teaching International, 58(1), 3-13.
  • Nakip, M. (2013). Pazarlamada araştırma teknikleri (3.Baskı). Seçkin Yayıncılık.
  • Nyklíček, I. (2011). Mindfulness, emotion regulation, and well-being. In I. Nyklíček, A. Vingerhoets, & M. Zeelenberg (Eds.). Emotion regulation and well-being (pp. 101-118). Springer.
  • O'Connor, N. (2021). Using active learning strategies on travel and tourism higher education programmes in Ireland. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100326.
  • Öksüz, Y. & Yiğit, Ş. (2020). Öğretmenlerin öğretimde bilinçli farkındalık ile mesleki doyum düzeyleri ilişkisi. Türkiye Bilimsel Araştırmalar Dergisi, 5(1), 38-49.
  • Op’t Eynde, P., Corte, E. & Verschaffel, L. (2006). Accepting emotional complexity: A socio-constructivist perspective on the role of emotions in the mathematics classroom. Educational Studies in Mathematics, 63(2), 193–207.
  • Osgerby, J. (2013). Students' perceptions of the introduction of a blended learning environment: An exploratory case study. Accounting Education, 22(1), 85-99.
  • Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N. & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544.
  • Pan, H. H. & Jamnia, M. (2014). Practical learning in tourism education: A hands-on bidding and planning practice. Journal of Education and Practice, 5(13), 35-41.
  • Parker, A. E., Kupersmidt, J. B., Mathis, E. T., Scull, T. M. & Sims, C. (2014). The impact of mindfulness education on elementary school students: Evaluation of the Master Mind program. Advances in School Mental Health Promotion, 7(3), 184-204.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd edition). Sage
  • Pelit, E. & Katırcıoğlu, E. (2018). Turist rehberliği mesleğinde taraflar açısından yaşanan sorunlar üzerine bir değerlendirme. Turist Rehberliği Dergisi, 1(2), 74-94.
  • Perugini, M. & Bagozzi, R. P. (2004). The distinction between desires and intentions. European Journal of Social Psychology, 34(1), 69-84.
  • Poponi, K. C. (2019). Educational tours as a learning mechanism in the learning experience of Tourism students: Tourism Management Walter Sisulu University (Ibika Campus) (Doctoral dissertation).
  • Rechberg, I. D. (2021). Mindfulness and meaningfulness in managing knowledge: A theoretical model. Knowledge and Process Management, 1-11.
  • Reid, E. & Miller, L. (2009). An exploration in mindfulness: Classroom of detectives. Teachers College Record, 111(12), 2775-2785.
  • Ritchhart, R. & Perkins, D. N. (2000). Life in the mindful classroom: Nurturing the disposition of mindfulness. Journal of Social Issues, 56(1), 27-47.
  • Roeser, R. R. W. (2016). Mindfulness in students’ motivation and learning in school. In K. Wentzel & D. Miele (Eds.). Handbook of motivation in school (pp. 385–487). Taylor and Francis.
  • Rong-Da Liang, A. (2021). Examining the factors of experiential learning and teaching style: A case study of a hospitality and tourism program. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100332.
  • Rosa, S., Olivia, I., Gayatri, S., Fitria, T. N. & Rojabi, A. R. (2021). Increasing youth awareness of local culture through active learning. Cypriot Journal of Educational Sciences, 16(4), 1582-1601.
  • Şahin, S. & Erdem, M. (2021). Turist rehberliği öğrencilerinin mesleki eğitime yönelik görüşleri: Balıkesir üniversitesi örneği. Güncel Turizm Araştırmaları Dergisi, 5(1), 92-116.
  • Said, H. & Tanova, C. (2021). Workplace bullying in the hospitality industry: A hindrance to the employee mindfulness state and a source of emotional exhaustion. International Journal of Hospitality Management, 96, 102961.
  • Schunk, D. H., Pintrich, P. R. & Meece, J. L. 2008. Motivation in education: Theory, research, and applications (Third edition). Upper Saddle River, Pearson Merrill Prentice Hall.
  • Segal, Z. V., Teasdale, J. D. & Williams, J. M. G. (2004). Mindfulness-based cognitive therapy: Theoretical rationale and empirical status. In S. C. Hayes, V. M. Follette & M. M. Linehan (Eds.). Mindfulness and acceptance: Expanding the cognitive-behavioral tradition (pp. 45–65). The Guilford Press.
  • Seligman, M. E. (2002). Positive psychology, positive prevention, and positive therapy. Handbook of Positive Psychology, 2, 3-12.
  • Sezerel, H. & Özoğul, T. (2019). Öğrenciyi merkeze almak: Turist rehberliği eğitiminde uzman mantosu yaklaşımı. Dokuz Eylül Üniversitesi İşletme Fakültesi Dergisi, 20(1), 167-197.
  • Shapero, B.G., Greenberg, J., Pedrelli, P., Desbordes, G. & Lazar, S.W. (2019). Mindfulness-based cognitive therapy. In B. G. Shapero, D. Mischoulon, & C. Cusin (Eds.). The Massachusetts general hospital guide to depression: Current clinical psychiatry (pp. 167–177). Humana Press.
  • Shapiro, S. L., Oman, D., Thoresen, C. E., Plante, T. G., & Flinders, T. (2008). Cultivating mindfulness: effects on well‐being. Journal of clinical psychology, 64(7), 840-862.
  • Shi, J., Zhang, J., & Cai, L. A. (2021). Active learning for an introductory tourism course: A case study. Journal of Teaching in Travel & Tourism, 21(1), 1-18.
  • Stankov, U., Filimonau, V. & Vujičić, M.D. (2020). A mindful shift: An opportunity for mindfulness-driven tourism in a post-pandemic world. Tourism Geographies, 22(3), 703-712.
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  • Suri, H. (2011). Purposeful sampling in qualitative research synthesis. Qualitative Research Journal, 11(2), 63-75.
  • Tan, C. S., Hashim, I. H. M., Pheh, K. S., Pratt, C., Chung, M. H. & Setyowati, A. (2021). The mediating role of openness to experience and curiosity in the relationship between mindfulness and meaning in life: evidence from four countries. Current Psychology, 1-11.
  • Tan, P.L., Md Noor, S., Rasoolimanesh, S.M. & Mustafa, H. (2020). Communication and visitor factors contributing towards heritage visitors’ mindfulness. Journal of Heritage Tourism, 15(1), 27-43.
  • Thomas, G. & Atkinson, C. (2017). Perspectives on a whole class mindfulness programme. Educational Psychology in Practice, 33(3), 231-248.
  • Tortella-Feliu, M., Luís-Reig, J., Gea, J., Cebolla, A. & Soler, J. (2020). An exploratory study on the relations between mindfulness and mindfulness-based intervention outcomes. Mindfulness, 11(11), 2561-2572.
  • Türker, A., Güzel, F. Ö. & Türker, G. Ö. (2012). Turizm aktörü olarak profesyonel turist rehberlerinin Türkiye’deki rehberlik eğitim sistemine bakış açılarını belirlemeye yönelik bir odak grup çalışması. Turizm Eğitimi Konferansı Tebliğler, 336-351.
  • Vinci, C., Peltier, M. R., Shah, S., Kinsaul, J., Waldo, K., McVay, M. A. & Copeland, A. L. (2014). Effects of a brief mindfulness intervention on negative affect and urge to drink among college student drinkers. Behaviour Research and Therapy, 59, 82-93.
  • Watson, S. L., Loizzo, J., Watson, W. R., Mueller, C., Lim, J. & Ertmer, P. A. (2016). Instructional design, facilitation, and perceived learning outcomes: An exploratory case study of a human trafficking MOOC for attitudinal change. Educational Technology Research and Development, 64(6), 1273-1300.
  • Watson, S. L., Watson, W. R. & Tay, L. (2018). The development and validation of the Attitudinal Learning Inventory (ALI): A measure of attitudinal learning and instruction. Educational Technology Research and Development, 66(6), 1601-1617.
  • Watson, S. L., Watson, W. R., Yu, J. H., Alamri, H. & Mueller, C. (2017). Learner profiles of attitudinal learning in a MOOC: An explanatory sequential mixed methods study. Computers & Education, 114, 274-285.
  • Williams, J. M. G., Teasdale, J., Segal, Z. & Kabat-Zinn, J. (2007). The mindful way through depression. The Guilford.
  • Wolfe, K. (2006). Active learning. Journal of Teaching in Travel & Tourism, 6(1), 77-82.
  • Woods, B. & Moscardo, G. (2003). Enhancing wildlife education through mindfulness. Australian Journal of Environmental Education, 19, 97-108.
  • Yeganeh, B. & Kolb, D.A. (2009). Mindfulness and experiential Learning. OD Practitioner, 41(3), 12-18.
  • Yenipınar, U. & Kardaş, K. (2019). Turizm rehberliği bölümleri müfredat geliştirme önerisi. Journal of Travel and Tourism Research, 14, 1-26.
  • Yenipinar, U. & Zorkirişci, A. (2013). Türkiye ve Avrupa Birliği ülkelerinde turist rehberliği eğitimi. Çağ Üniversitesi Sosyal Bilimler Dergisi, 10(2), 111-136.
  • Yumuk, Y. & Demirel İli, N. (2022). Turist rehberliği eğitimi alan öğrenciler mesleki uzmanlaşmaya nasıl bakıyor? Journal of Gastronomy Hospitality and Travel, 5(1), 211-222.
Toplam 145 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Turizm (Diğer)
Bölüm Makaleler
Yazarlar

Alaattin Başoda 0000-0001-7654-5849

Yusuf Acar 0000-0003-3386-8810

Yayımlanma Tarihi 31 Aralık 2022
Yayımlandığı Sayı Yıl 2022

Kaynak Göster

APA Başoda, A., & Acar, Y. (2022). Deneyimsel Mesleki Farkındalığın Tutumsal Öğrenme Çıktıları: Turizm Rehberliği Lisans Öğrencilerine Yönelik Pilot Uygulama. Turist Rehberliği Dergisi (TURED), 5(2), 182-212. https://doi.org/10.34090/tured.1204105