Bu araştırma okul öncesi öğretmen adayları ile sınıf öğretmeni adaylarının informal öğrenme davranışlarının belirlenmesi amacıyla gerçekleştirilmiştir. Araştırma, betimsel tarama modelindedir. Araştırma, 2018-2019 eğitim öğretim yılında Kütahya Dumlupınar Üniversitesi eğitim fakültesinde okuyan 289 okul öncesi öğretmeni adayı ile 230 sınıf öğretmeni adayı toplam 519 öğretmen adayının katılımı ile gerçekleşmiştir. Araştırmada veri toplama aracı olarak İnformal Öğrenme Anketi kullanılmıştır. Verilerin analizinde betimsel istatistiklerden yararlanılmıştır. Araştırma sonuçlarına göre öğretmen adayları informal öğrenme etkinliklerinde en sık internetten arama yapmayı, en az ise alanları ile ilgili dergileri incelemeyi belirtmişlerdir. Öğretmen adayları informal öğrenmelerini etkileyen çevresel engelleyicilere en fazla zaman eksikliğini, en az ise parasal ödüllerin olmamasını ifade etmişlerdir. İnformal öğrenmelerini etkileyen kişisel özelliklerine bakıldığında ise okul öncesi öğretmen adayları en fazla öğrenme arzusunu, sınıf öğretmeni adayları ise en fazla mesleki alana ilgiyi belirtirken en az etki eden kişisel özellik olarak da mesleki becerilere ilişkin algılarını ifade etmişlerdir.
This research was carried out with the aim of determining the informal learning behaviors of pre-school teachers and class teachers candidates. The research is in the visual scan model. The research was conducted in the 2018-2019 educational year with the participation of a total of 519 teacher candidates with 289 pre-school teachers candidates studying at the Faculty of Education of the University of Kütahya Dumlupınar. In the research, information learning survey was used as a data collection tool. The analysis of the data is based on visual statistics. According to the results of the study, teachers have indicated that the most frequently searching on the internet in informal learning events, at least examining magazines related to their fields. Teacher candidates have expressed the most time shortage to environmental disabled people affecting their informal learning, and at least no financial rewards. With regard to their personal characteristics that influence their informal learning, pre-school teachers have expressed their perceptions of the most desire to learn, while class teachers have expressed their interest in the professional field as the least influential personal characteristics of the professional skills.
This research was carried out to determine the informal learning behaviors of prospective pre preschool teachers and prospective primary school teachers. The research is a descriptive survey model. The research was conducted in the 2018-2019 academic year with the participation of a total of 519 teachers of 289 prospective preschool teachers and 230 prospective primary school teachers who were attending at Kütahya Dumlupınar University Faculty of Education. Descriptive statistics were used to analyze the data. According to the results of the research, prospective teachers stated that they search the internet most frequently and at least examine journals related to their fields in informal learning activities. They stated that the most lack of the time and at least the lack of least the monetary rewards for environmental inhibitors affecting informal learning activities. When the personal characteristics that affect informal learning are examined, prospective preschool teachers stated their desire to learn the most, while the prospective primary school teachers expressed the most interest in the professional field and their perceptions about professional skills as the least effective personality characteristic.
Alan : Eğitim Bilimleri; Filoloji; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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