Atıf Sayısı
2
Görüntüleme
30
İndirme
9
Özet Bu çalışma sınıf öğretmenlerinin eğitsel internet kullanım öz-yeterlikleri ve öğretmenlik öz-yeterliklerinin incelenmesi amacıyla yapılmıştır. Tarama modeli kullanılarak yapılan çalışmanın örneklemini 2018-2019 eğitim-öğretim yılı bahar döneminde Ağrı ili Patnos ilçesinde çalışan 219 sınıf öğretmeni oluşturmaktadır. Çalışma verilerinin toplanmasında A. Akır, Kaya, Ü. Akın, Sahranç ve Uğur 2014 tarafından Türkçe’ye uyarlanan İnternet Öz-Yeterliği Ölçeği ile Taşkın Şahin ve Hacıömeroğlu’nun Türk kültürüne uyarlanmış olan Öğretmen Özyeterlik İnanç Ölçeği kullanılmıştır. Araştırma verilerinin analizi sonucunda sınıf öğretmenlerinin internet öz-yeterlik algıları araştırma alt boyutunda en yüksek ortalamaya, yaratıcılık boyutunda en düşük ortalamaya sahiptir. Sınıf öğretmenlerinin internet öz-yeterlik algıları cinsiyet, mesleki deneyim ve günlük internet kullanım sürelerine göre anlamlı farklılık göstermemektedir. Ancak ölçek genelinde 2 saat ve altı internet kullanan öğretmenler ile 2 saatten fazla 4 saatten az internet kullananlar arasında anlamlı bir farklılık görülmüştür. Sınıf öğretmenlerinin öğretmenlik öz-yeterlikleri olumlu sınıf ortamı oluşturma alt boyutunda en yüksek, akademik gelişim alt boyutunda en düşük ortalamaya sahiptir. Sınıf öğretmenlerinin öğretmenlik öz-yeterlikleri cinsiyet, mesleki deneyim ve günlük internet kullanım saati değişkenlerine göre anlamlı farklılık göstermemektedir. Sınıf öğretmenlerinin internet kullanım öz-yeterlikleri ile öğretmen öz-yeterlikleri arasında, pozitif yönde, anlamlı ve orta düzeye yakın bir ilişki olduğu sonucuna ulaşılmıştır. Sınıf öğretmenlerinin internet kullanım öz-yeterliği arttıkça öğretmen öz-yeterliği de artmaktadır.
This study was conducted with the aim of studying the educational internet use self-qualifications and teaching self-qualifications of classmates. The sample of the study by using the scan model is made by 219 class teachers working in the Pain or Patnos district in the spring period of the 2018-2019 educational year. In the collection of the work data, the Internet Self-Capacity Measurement adapted to Turkey by A. Akır, Kaya, U. Akın, Sahranç and Uğur 2014 and the Teacher Self-Capacity Faith Measurement adapted to Turkey culture by Taşkın Şahin and Hacıömeroğlu were used. As a result of the analysis of the research data, the Internet self-sufficiency perceptions of classmates have the highest average in the research sub-dimension, the lowest average in the creativity dimension. The perceptions of internet self-sufficiency of classmates do not differ significantly according to gender, professional experience and daily internet use times. However, there is a significant difference in scale between teachers who use the Internet for 2 hours and 6 hours and those who use the Internet for less than 2 hours and 4 hours. The teaching self-capacity of classmates has the highest in the under-dimensional, the lowest in the under-dimensional, the lowest in the under-dimensional, creating a positive class environment. The teaching self-quality of classmates does not differ significantly according to gender, professional experience and daily Internet time variables. The conclusion has been made that there is a positive, meaningful and close relationship between the internet use self-capacities of class teachers and the teacher self-capacities. As lesson teachers use the internet self-sufficiency increases, the teacher self-sufficiency also increases.
This study was conducted to examine primary school teachers' educational internet use self-efficacy and teaching self-efficacy. The sample of the study, which was conducted using the survey model, consists of 219 primary school teachers working in Patnos district of Ağrı province in the spring semester of the 2018-2019 academic year. In the collection of study data, Internet Self-Efficacy Scale adapted into our language by A. Akır, Kaya, Ü. Akın, Sahranç and Uğur 2014 and Teacher Self-Efficacy Belief Scale, which Taşkın Şahin and Hacıömeroğlu are adapted to Turkish culture, was used. Internet Self-Efficacy Scale and Teacher Self-Efficacy Belief Scale were used to collect data. As a result of the research, the internet self-efficacy perceptions of primary school teachers have the highest average in the research sub-dimension and the lowest in the creativity dimension. Internet self-efficacy perceptions of primary school teachers do not differ significantly according to gender, professional experience and daily internet use. However, across the scale, a significant difference was observed between teachers who used internet for 2 hours or less and those who used internet for more than 2 hours and less than 4 hours. Teaching self-efficacy of primary school teachers had the highest average in creating a positive classroom environment and the lowest in the academic development sub-dimension. The teaching self-efficacy of primary school teachers does not differ significantly according to the variables of gender, professional experience and daily internet usage time. It is concluded that there is a positive, meaningful and close to medium level relationship between the internet use self-efficacy of primary school teachers and teacher self-efficacy. As the internet use self-efficacy of primary school teachers increases, teacher self-efficacy also increases.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
Makale Detay 
Atıf Yapanlar
Benzer Makaleler
PDF Görüntüle
Dergi Bilgisi
Eseri Dinleyin
Bu Sayfayı Yazdırın
Paylaş
Mendeley
