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66
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21
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6
Bu çalışmanın amacı öğretmenlerin 21. yüzyıl beceri düzeylerinin belirlenmesi ve bu becerilerin bazı değişkenlere göre değişiminin incelenmesidir. Çalışmada nicel araştırma yöntemlerinden tarama yöntemi kullanılmıştır. Çalışmanın örnekleminde Hatay ilinde görev yapan farklı branşlardan 207 öğretmen yer almaktadır. Çalışmanın verileri Orhan-Göksün (2016) tarafından geliştirilen “21. Yüzyıl Öğreten Becerileri Ölçeği” kullanılarak elde edilmiştir. Çalışmada betimsel istatistiklerin yanı sıra bağımsız gruplar t-testi, ANOVA Testi ve Scheffe kullanılmıştır. Çalışmada öğretmenlerin 21. yüzyıl becerilerinin yüksek düzeyde olduğu tespit edilmiştir. Hizmet içi eğitim kurslarına katılan öğretmenlerin 21. yüzyıl becerilerinin hizmet içi eğitim kurslarına katılmayanlara göre daha yüksek olduğu belirlenmiştir. İlkokulda görev yapan öğretmenlerin 21. yüzyıl becerilerinin ortaokul ve lisede görev yapan öğretmenlere göre daha yüksek olduğu ortaya çıkmıştır. Bunların yanı sıra öğretmenlerin 21. yüzyıl becerilerinin cinsiyet, hizmet yılı ve çalışılan ortam memnuniyeti açısından değişim göstermediği sonucuna ulaşılmıştır. Hizmet içi eğitim kurslarının niteliği artırılarak öğretmenlerin hizmet içi eğitim kurslarına katılımı teşvik edilmelidir şeklinde öneri getirilmiştir.
The aim of this study is to determine the skills levels of teachers in the 21st century and to study the change of these skills according to some variables. In the study, the scan method was used from quantum research methods. The study includes 207 teachers from different branches working in Hatay. The data of the study was developed by Orhan-Göksün (2016) "21. It was achieved by using the scale of the century teaching skills. In the study, in addition to visual statistics, independent groups were used T-Test, ANOVA Test and Scheffe. The study found that the teachers’ skills of the 21st century were high. 21 teachers participating in the training courses. It has been determined that their century skills are higher than those who do not participate in service training courses. The 21st century skills of teachers in primary schools are higher than those of teachers in high school and high school. In addition, the conclusion has been that the teachers’ skills of the 21st century have not changed in terms of gender, year of service and environmental satisfaction. The quality of the service training courses should be enhanced in the form of encouraging the participation of teachers in the service training courses.
This study aims to determine the 21st century skill levels of teachers and to examine the changes of these skills according to some variables. Of the quantitative research methods, survey was used in the study. The sample of the study includes 207 different field teachers who were working in the province of Hatay. The data of the study was obtained by using “21st Century Teaching Skills Scale” developed by Orhan-Göksün (2016). Independent groups t-test, ANOVA Test and Scheffe were used in the study along with descriptive statistics. In the study, the teachers' 21st century skill levels were found high. It was determined that the 21st century skills of teachers who attended in-service training courses were higher than those who did not attend in-service training courses. It was also revealed that the 21st century skill levels of primary school teachers were higher than secondary and high school teachers. In addition, it was concluded that 21st century skills of teachers did not change in terms of gender, service period and satisfaction in the working environment. It was recommended that teachers' participation in in-service training courses should be encouraged by increasing the quality of in-service training courses.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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