DAHA İYİ ÖĞRETMEN YETİŞTİRME: BİR DEĞERLENDİRME ÖRNEĞİ

Yıl 2013, Cilt: 2 Sayı: 3, 7 - 21, 01.01.2013

Aylin Eroğlu Ünlü

Öz

Bu çalışma Hacettepe Üniversitesi’ndeki Mesleki Gelişim Ünitesinin deneyimli öğretmenler için verdiği eğitim programının eğitmen ve katılımcı okutmanlar tarafından hedeflerine ulaşıp ulaşmadığını değerlendirmeyi amaçlamıştır. Bu program kurumda yeni çalışmaya başlayan deneyimli okutmanların adaptasyon sürecini kolaylaştırmayı hedeflemektedir. Değerlendirmede Kirkpatrick Modeli kullanılmıştır. Veri toplama dört şekilde gerçekleştirilmiştir: eğitime katılan okutmanlara verilen bir anket, süreç sırasında eğitime katılan okutmanlarla yapılan bireysel görüşmeler, eğitime katılanlar okutmanlar ve eğitmenle program sonunda yapılan görüşmeler ve katılımcıların program sonunda aldıkları notlar kullanılmıştır

Anahtar Kelimeler

Öğretmen eğitimi, değerlendirme, Kirkpatrick Modeli

TEACHER BETTERMENT: AN EVALUATION

Öz

This study aims at evaluating the newly designed in-service teacher training program for the experienced teachers at Hacettepe University, School of Foreign Languages. This evaluation was conducted by using Kirkpatrick’s evaluation model in order to examine the effectiveness of the program in terms of achieving objectives from the perspective of the trainer and the trainees. For the data collection four instruments were used: a questionnaire was given to the trainees to determine their expectations and reactions towards the training program; individual sessions with the trainees were recorded to get information about the process of action research; interviews were done with the trainees and the trainer at the end of the program to learn their reaction to the whole experience and finally the results of the evaluation done at the end of the program were used

Anahtar Kelimeler

Teacher training, evaluation, Kirkpatrick Model

Kaynakça

• Ferrance, Eileen. (2000). Action research. Northeast and Islands Regional Educational Laboratory at Brown University.
• Fitzpatrick, J. L., Sanders, J. R. & Worthen B. R. (2004). Program evaluation: Alternative approaches and practical guidelines. Pearson Products Inc. U. S. A.
• Hamtini, T. M. (2008). Evaluating E-learning Programs: An Adaptation of Kirkpatrick's Model to Accommodate E-learning Environments. Journal of Computer Science 4 (8), 693-698.
• Harmer, J. (2002). The practice of English language teaching. (Third Edition). Pearson Education Ltd. Malaysia.
• Karaaslan, D. A. (2003). Teachers’ perceptions of self-initiated Professional development: A case study on Başkent University English language -teaching. Unpublished Master’s thesis. Middle East Technical University, Ankara.
• Kirkpatrick, D. L. (1998). Evaluating Training Programs: The four levels (Second Edition), Berrett-Koehler Publishers, San Francisco, CA.
• Lynd, Mark. (2005). Fast-track teacher training: Models for consideration for Southern Sudan. American Institutes of Research and the Sudan Basic Education Program. August, 2005.
• Marsden, M, J. (1991). Evaluation: Towards a definition and statement of purpose [Electronic version]. Australian Journal of Educational Technology. 7(1), 31-38.
• Nadler, B., & Merron, M. (1980). Collaboration: A model for survival for schools of education. Journal of Education, 162(4), 55-63. Retrieved November 2, 2007, from EBSCOhost database.
• Şahin, V. (2006). Evaluation of the in-service teacher training program “The Certificate for Teachers of English” at Middle East Technical University School of Foreign Languages. Unpublished PhD Thesis. Middle East Technical University, Ankara.
• Wang, Y. & Zhi, X. (2009). Online Training Programs in Meteorology and Hydrology. Educational Management Administration & Leadership, Vol. 31, No. 4, 385-401.
• Watts, H. (1985). When teachers are researchers, teaching improves. Journal of Staff Development, 6 (2), 118-127.
• Wong, P. & Wong, C. (2003). The Evaluation of a Teacher Training Program in School Management: The Case of Hong Kong. Educational Management Administration & Leadership, Oct; vol. 31: pp. 385 - 401.