Abstract:

This study, which aims to reveal the experiences of teachers who have completed their postgraduate studies, is established in the quality research method and phenomenology pattern. Nine teachers who completed their postgraduate studies in different universities participated in the research. In the determination of participants, measurement sampling and maximum diversity sampling were used from the purpose sampling methods. The data was collected using a semi-configured interview form developed by the researchers. The research data is analyzed using the visual analysis technique. When research findings are studied, graduate learning has been the most expressed points by participants in the meaning of cultural development and the expansion of field knowledge. It has also been shown that the teachers’ aspirations to make graduate education are consistent with the meanings they put on to graduate education. The majority of participants have shown that they want to see postgraduate studies to specialize in a particular field and take a job as academic staff. According to the research results, teachers have included mental fatigue and insufficiency in their disadvantages while their financial contribution to the advantages of postgraduate learning. Some of the participants in the study pointed out that the freedom to choose the courses they will see during the course in relation to the problems they encounter in the postgraduate study process is not in their own hands and that the effectiveness of the courses is reduced due to the fact that the teachers do not be objectively selected by postgraduate students. The results of the research were discussed in a way related to the area and some recommendations were presented.

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