Publication: Sınıf öğretmenlerinin yapılandırmacı yaklaşım yeterlık düzeylerının belirlenmesi
Abstract
Bu araştırmada sınıf öğretmenlerinin yapılandırmacı yaklaşım yeterlik düzeylerinin kendi algılarına göre belirlenmesi amaçlanmıştır. Araştırmanın örneklem grubunu 2008–2009 eğitim-öğretim yılında İstanbul ili Kadıköy, Maltepe, Kartal ve Sultanbeyli ilçelerinde görev yapan ve random yolla seçilen 281 sınıf öğretmeni oluşturmuştur. Araştırmada veri toplama aracı olarak Karadağ (2007) tarafından geliştirilen “Yapılandırmacı Öğrenme İle İlgili Öğretmen Yeterliği Ölçeği” kullanılmıştır. Verilerin analizi, SPSS paket programı ile nicel veri analiz teknikleri kullanılarak yapılmıştır. Araştırmadan elde edilen bulgulara göre sınıf öğretmenleri, kendilerini yapılandırmacı yaklaşım konusunda yeterli görmektedirler. Sınıf öğretmenlerinin yapılandırmacı yaklaşım yeterlik düzeyleri cinsiyet değişkenine göre farklılaşmamaktadır. 21 yıl ve üzeri mesleki kıdeme sahip sınıf öğretmenleri yapılandırmacı yaklaşımda kendilerini diğer mesleki kıdem aralığındaki öğretmenlere göre daha yeterli görmektedirler. Özel okullarda görev yapan sınıf öğretmenleri yapılandırmacı yaklaşımda kendilerini devlet okullarında görev yapan öğretmenlerden daha yeterli görmektedirler. Lisansüstü eğitim yapan sınıf öğretmenleri diğer öğretmenlere göre kendilerini yapılandırmacı yaklaşımda daha yeterli görmektedirler. Eğitim enstitüsü mezunu sınıf öğretmenleri diğer okullardan mezun olan sınıf öğretmenlerine göre kendilerini yapılandırmacı yaklaşımda daha yeterli görmektedirler.
The purpose of this study is to determine primary teachers’ competency levels in the constructivist approach, using their perceptions. The sample of the study consisted of 281 randomly selected primary teachers who were working in the Kadıköy, Maltepe, Kartal, and Sultanbeyli counties of İstanbul during the 2008-2009 academic year. The data were collected using “Teachers’ Competency Scale in Regard to Constructivist Learning” developed by Karadağ (2007). The analyses were conducted using SPSS and quantitative data analysis techniques. According to the study’s findings, primary teachers perceived themselves to be competent regarding the constructivist approach. No difference was found in terms of gender regarding primary teachers’ competencies in the constructivist approach. The primary teachers who had 21 years or more of professional experience considered themselves to be more competent in the constructivist approach than their colleagues of lesser years of experience. The primary teachers working in private schools perceived themselves to be more competent in the constructivist approach than teachers working in public schools. Primary teachers doing graduate studies perceived themselves to be more competent in the constructivist approach than other teachers. Primary teachers who graduated from education faculties perceived themselves to be more competent in the constructivist approach than teachers who were graduates of other faculties.
The purpose of this study is to determine primary teachers’ competency levels in the constructivist approach, using their perceptions. The sample of the study consisted of 281 randomly selected primary teachers who were working in the Kadıköy, Maltepe, Kartal, and Sultanbeyli counties of İstanbul during the 2008-2009 academic year. The data were collected using “Teachers’ Competency Scale in Regard to Constructivist Learning” developed by Karadağ (2007). The analyses were conducted using SPSS and quantitative data analysis techniques. According to the study’s findings, primary teachers perceived themselves to be competent regarding the constructivist approach. No difference was found in terms of gender regarding primary teachers’ competencies in the constructivist approach. The primary teachers who had 21 years or more of professional experience considered themselves to be more competent in the constructivist approach than their colleagues of lesser years of experience. The primary teachers working in private schools perceived themselves to be more competent in the constructivist approach than teachers working in public schools. Primary teachers doing graduate studies perceived themselves to be more competent in the constructivist approach than other teachers. Primary teachers who graduated from education faculties perceived themselves to be more competent in the constructivist approach than teachers who were graduates of other faculties.