Farklı alanlardaki doktora öğrencilerinin etkili öğretime ilişkin tanımlarına eğitim derslerinin katkısı

Yıl 2013, Cilt: 3 Sayı: 2, 82 - 89, 01.08.2013

Gülsen Ünver

Öz

Öğretim elemanlarının öğretim becerileri bazı dersler ya da seminerlerle geliştirilmektedir. Bu çalışma, Türkiyede verilmekte olan iki eğitim dersiyle (Gelişim ve Öğrenme; Öğretimde Planlama ve Değerlendirme), doktora öğrencilerinin etkili öğretim kavramına ilişkin tanımlarında oluşan değişiklikleri belirlemeyi amaçlamaktadır. Farklı alanlarda öğrenim gören 71 doktora öğrencisi, bu eğitim derslerini almadan önce ve aldıktan sonra, etkili öğretim yapılan bir sınıfı betimlemiştir. Veriler üzerinde klasik içerik analizi yapılmıştır. Doktora öğrencilerinin etkili öğretim kavramına ilişkin tanımları öğretici merkezli ve öğrenen merkezli olarak sınıflandırılmıştır. Doktora öğrencilerinin yarısından fazlasının etkili öğretim kavramına ilişkin tanımında eğitim sonrasında değişiklik görülmemiştir. Bununla birlikte, öğretim elemanlarının yaklaşık üçte birinin etkili öğretim tanımı öğretici merkezliden öğrenen merkezliye doğru değişmiştir. Sonuç olarak, bu derslerin doktora öğrencilerinin etkili öğretimi, öğrenen merkezli yönde tanımlamalarına yeterince katkı getirmediği görülmektedir. Çalışmanın sonuçları ülke genelindeki hedeflerle kurumsal ve bireysel hedeflerin uyumsuzluğundan kaynaklanmış olabilir. Bu derslerin merkezi bir kurum tarafından oluşturulan yoğun içeriklerinin öğrenilmesi için, eğitim süresinin yetersiz olduğu düşünülmektedir. Doktora öğrencilerinin derslere yönelik tutum düzeylerinin düşük olması da etkili öğretim kavramı üzerinde düşünmelerini olumsuz etkilemiş olabilir. Makalede, doktora öğrencilerinin etkili öğretimi öğrenen merkezli kavramsallaştırmalarına yardımcı olabilecek bazı öneriler bulunmaktadır.

Anahtar Kelimeler

Etkili öğretim, öğrenci merkezli yaklaşım, öğretim elemanı, yükseköğretim.

The Effects of the Educational Training Courses on the Doctoral Students’ Conceptions of Effective Teaching

Öz

The education of the instructors for teaching is carried out through some postgraduate courses or seminars. This study aims to find out the changes in doctoral students conception of effective teaching through the two educational courses (Development and Learning, and Instructional Planning and Evaluation) taught in Turkey. Seventy-one doctoral students described a class in which effective teaching is conducted before and after taking these educational courses. The classical content analysis was administered on the data. The doctoral students conceptions of the effective teaching were categorized within instructor-centred and learner-centred conceptions. The analysis revealed that the conceptions of the effective teaching of more than a half of the doctoral students were not changed by the training about teaching. What the analysis also revealed, however, was that the changes in their conceptions from instructor-centred category to learner-centred category were higher than those from learner-centred category to instructor-centred category. In conclusion, these courses were not influential sufficiently for the doctoral students in improving learner-centred conceptions of the effective teaching. These conclusions might be attributed to the inconsistency in the national, institutional, and individual objectives. Time dedicated to studying these courses is thought to be short for learning the intensive contents of the courses determined by a central institution. The low attitudes of doctoral students also might have affected their thinking about the conception of the effective teaching. Following the evaluation of the data, some proposals are recommended for doctoral students to conceptualize the effective teaching within the learner-centred way.

Anahtar Kelimeler

Effective teaching, higher education, instructor, learner-centred approach.

Kaynakça

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