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Araştırmanın amacı; öğretmen yeterliklerine dayalı olarak geliştirilen Okul Temelli Mesleki Gelişim (OTMG) Modeline yönelik pilot uygulamalarda görev alacak Ankara, Bolu, Hatay, İzmir, Kocaeli, ve Van İlindeki Ortaöğretim kurumlarında görev yapan koordinatörlerin görüşlerini belirlemektir. Araştırmada nitel araştırma yöntemi kullanılmış olup veriler yarı yapılandırılmış görüşme aracı ile okul koordinatörü (yönetici) ve koordinatör öğretmenlerle (öğretmen) yapılan görüşmeler neticesinde toplanmıştır (n=66). Elde edilen veriler betimsel analiz tekniği ile çözümlenmiştir. Araştırmadan elde edilen sonuçlarda; genel olarak OTMG Modelinin bireysel ve mesleki gelişime katkı sağladığı ve bilimsel temellerinin, kılavuzunun olması, ortak hedefe yönlendirmesi, planlı ve sistematik olması gibi nedenlerden dolayı modelin yapısının güçlü olduğu tespit edilmiştir. Bunun yanı sıra evrak fazlalığı, zaman, maddi sıkıntı gibi konular hem modelin zayıf yönlerinde hem de öğretmenlerin güçlük çekebileceği konularda ifade edilen ortak noktalardır. Ayrıca çalışmada karşılaşılabilecek engellerden birisinin de OTMG modelinin benimsenmesi, içselleştirilmesi olduğu dile getirilmiştir. Araştırmada, anlaşılabilirlik açısından en fazla kefe analizi, özdeğerlendirme formu ve önceliklendirme matrisinin kolay; anahtar sorular, bireysel mesleki gelişim planının bazı bölümleri ve kodlar bölümünün ise zor olduğu sonucuna ulaşılmıştır.
The purpose of the research is to determine the views of the coordinators working in the institutions of secondary education in Ankara, Bolu, Hatay, İzmir, Kocaeli, and Van Province that will be involved in the pilot applications for the School Based Professional Development (OTMG) model developed based on teachers’ skills. The research has been used as a quality research method and the data has been collected as a result of conversations with the school coordinator (manager) and the teacher coordinator (leader) through a semi-structured conversation tool (n=66). The data obtained is analyzed by imagistic analysis technique. The findings from the study have found that the OTMG model generally contributes to the individual and professional development and that the model’s structure is strong due to reasons such as its scientific foundations, its guidance, its guidelines to the common goal, its planned and systematic. In addition, topics such as the excess of documents, time, financial trouble are common points expressed both in the weak aspects of the model and in the topics that teachers may face difficulties. Also, one of the obstacles that can be faced in the study is the adoption of the OTMG model, the integration. The research found that the most comprehensible analysis, the form of identification and the matrix of priority are easy; key questions, some parts of the individual professional development plan and the code section are difficult.
The study aims to identify the views of coordinators who work at secondary schools in the Ankara, Bolu, Hatay, İzmir, Kocaeli, and Van provinces and will participate in pilot implementations related to School Based Professional Development Model based on teacher competencies. The study employs a qualitative research method and data collection was completed through a semi-structured interview tool used for interviews with the school coordinator (administrator) and the coordinating teachers (teacher) (n=66). Collected data were analyzed with descriptive analysis technique. Results of the study show that in general the model contributes to personal and professional development and that the structure of the model is strong since it possesses scientific principles and a guide, it directs towards a common goal and it is planned and systematic. However, the amount of preparational paperwork, lack of time, and financial resources were mentioned as both weak points of the model and among issues teachers may find problematic. Additionally, it was expressed that one of the barriers that the model may come across is the adoption and internalization of the model. It was found in the study that SWOT analysis, self-evaluation form, and prioritizing matrix were regarded as easy whereas key questions, some parts of the individual professional development plan and the codes section were seen as difficult.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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