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Bu araştırmanın amacı, İstanbul’da resmi bir ortaokulda okul geliştirme kapsamında uygulanan bir öğretmen mesleki gelişim projesinin süreç ve sonuçlarının projeye katılan öğretmen görüşlerine göre değerlendirilmesidir. Çalışma, amaca uygun olarak nitel araştırma yöntemlerinden bütüncül tek durum deseni içinde tasarlanmış ve yürütülmüştür. Araştırma katılımcıları amaçlı örneklem yöntemlerinden tipik durum örnekleme yöntemi ile belirlenmiştir. Araştırma verileri, 2017-2018 eğitim-öğretim yılında bu ortaokulda görev yapan ve projenin faaliyetlerinin tamamına katılan 10 öğretmenden odak grup görüşmesi yolu ile elde edilmiştir. Görüşme katılımcılardan izin alınarak kayıt edilmiştir. Elde edilen veriler betimsel analiz yolu ile analiz edilmiştir. Analiz sonucunda, projenin öğretmenler için sürekli öğrenme ortamı oluşturduğu, motivasyon kaynağı olduğu, özerklik sunduğu ve anlam arayışına cevap olduğu görülmüş ve sürekli mesleki gelişim için hedeflenen sonuçlara ulaştığı tespit edilmiştir. Araştırma bu yönüyle okulların kendi gelişim ihtiyaçlarına yönelik faaliyetleri hayata geçirmesine ışık tutmakta. Her düzeydeki okula kendi okul geliştirme projesini hayata geçirerek okulu mesleki öğrenme topluluklarına dönüştürmesi önerilebilir.
The purpose of this research is to evaluate the process and results of a teacher's professional development project implemented in the framework of school development at an official high school in Istanbul according to the teachers' opinions who participate in the project. The study is designed and carried out in a comprehensive one-state design of the quality research methods in accordance with the purpose. The research participants were determined by the typical state sample method from the sample methods intended. The research data was obtained through a focus group interview from 10 teachers who worked in this high school in the 2017-2018 educational year and participated in the entire project activities. The interview was registered with permission from the participants. The data obtained was analyzed through visual analysis. The analysis found that the project created a continuous learning environment for teachers, was a source of motivation, offered autonomy and responded to the search for meaning, and achieved objective results for continuous professional development. The research shows that the schools are able to implement their own activities to meet their development needs. It can be recommended that the school at every level transforms the school into professional learning communities by implementing its own school development project.
The study aims to evaluate the teacher professional development project which took place in a secondary state school in İstanbul, its processes and results to be considered towards the opinions of the teachers who are attended all project activities. The research, is conducted and designed in holistic single case pattern and typical case sampling method is used. Research data is obtained from 10 teachers who work in this school during the 2017-2018 academic year and attended all activities of the project by focus group interview method. Descriptive analysis was used. As a result it was seen that the project has created a continuous learning environment, became a motivation source, offered autonomy and being answer to the search for a meaning of teachers, continuous professional development. The research has shed light that schools should accomplish the activities towards their needs for development.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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