Publication: Harezmi̇ eği̇ti̇m modeli̇ uygulanan okullardaki̇ öğretmenleri̇n ve yöneti̇ci̇leri̇n modele yöneli̇k görüşleri̇
Abstract
Bu araştırmanın amacı, Harezmi Eğitim Modeli’ni uygulayan öğretmenlerin ve yöneticilerin model hakkındaki görüşlerinin belirlenmesidir. Araştırma, tarama modellerinden, nitel araştırma desenine bağlı betimsel bir durum çalışması olarak tasarlanmıştır. 2021-2023 yılları arasında İstanbul’daki ilkokullardan ölçüt örnekleme yöntemiyle seçilen ve ilkokullarda görev yapan 30 öğretmen ve 10 yöneticiyle yapılmıştır. Araştırmada yarı yapılandırılmış görüşme formları kullanılmıştır. Öğretmenlere ve yöneticilere yönelik hazırlanan yarı yapılandırılmış görüşme formunda; yaş, cinsiyet, mesleki kıdem, eğitim durumu gibi demografik bilgiler ve Harezmi Eğitim Modeli’nin yeterliliği, uygulama sürecinin olumlu yanları, tüm okullarımızda uygulanabilir olma durumu, alınan hizmetiçi eğitimlerin etkililiği, okulların teknolojik alt yapı uygunluğu, araç-gereç yeterliliği, modelde yapılması istenen değişiklikler, uygulama süreleri, Harezmi eğitim planları, etkinlikler ve uygulamaya istekli olma durumları ile ilgili sorular bulunmaktadır. Araştırma sonucunda elde edilen bulgulara göre materyal ve teknoloji eksikliği nedeniyle uygulamaların öğretmenler tarafından yeterli bulunmadığı saptanmıştır. Uygulamaların öğrencilere işbirliği yapabilme, problem çözme becerisi kazanma, farklı bakış açıları geliştirebilme, öğrenme isteğinin artması ve öğrencilerde ifade becerisini geliştirdiği sonucuna ulaşılmıştır. Uygulamaların, öğretmenlere mesleki tecrübe kazandırdığı saptanmıştır. Bununla birlikte, modelin ülkemizin tüm okullarında uygulanabilmesinin öğretmen istek ve becerileriyle ilişkili olduğu da sonuçlar arasındadır. Öğretmenlere verilen hizmetiçi eğitimlerin teorik ve uygulama becerisi açısından yeterli olduğu ancak eğitim sürelerinin kısa olması nedeniyle öğretmenlerce yetersiz bulunduğu ve yöneticilere yönelik bir hizmetiçi eğitimin olmayışının eksiklik olarak belirtildiği de saptanmıştır. Ayrıca yöneticilere göre; uygulamaların okula prestij sağladığı, okul iklimini olumlu etkilediği, bununla birlikte bir ödenek verilmediği için bütçe sorununa neden olduğu elde edilen sonuçlardandır. Yöneticilerin de öğretmenler gibi Harezmi Eğitimini uygulamaya istekli oldukları da saptanmıştır. Bu bağlamda, öğretmen ve yöneticilere öneriler sunulmuştur.
The aim of the research is to determine the views of teachers and administrators who apply the Harezmi Education Model. The research was conducted with 30 teachers and 10 administrators working in primary schools, selected by criterion sampling method from primary schools in Istanbul between the years 2021-2023. Semi-structured interview forms were used in the research. In the semi-structured interview form prepared for teachers and administrators; There are questions about demographic questions such as age, gender, professional seniority, educational status and the adequacy of the Harezmi Education Model, the positive aspects of the implementation process, and its applicability in all our schools. In addition, there are questions about the effectiveness of the in-service training, the technology status of the schools, and the adequacy of the equipment. Changes to be made in the model, implementation times, Harezmi training plans, activities and willingness to implement are other questions asked to the participants. According to the findings obtained from the research, it was determined that the applications were not sufficient by the teachers due to the lack of materials and technology. It was concluded that the applications provided students with cooperation, problem solving skills, gaining different perspectives, desire to learn and expression skills. It is also among the results that teachers gain professional experience in practice and that the model can be applied in all schools of our country is related to teacher wishes and skills. It was also determined that the in-service training given to the teachers was sufficient in terms of theoretical and practical skills, but it was found insufficient by the teachers due to the short duration of the training, and the lack of in-service training for the administrators was stated as a deficiency. In addition, according to the managers; It is also among the results obtained that the practices provide prestige to the school, affect the school climate positively, and that there is a budget problem because no appropriation is given. It has also been determined that the administrators are willing to implement the Harezmi Education just like the teachers. In this context, suggestions were presented to teachers and administrators.
The aim of the research is to determine the views of teachers and administrators who apply the Harezmi Education Model. The research was conducted with 30 teachers and 10 administrators working in primary schools, selected by criterion sampling method from primary schools in Istanbul between the years 2021-2023. Semi-structured interview forms were used in the research. In the semi-structured interview form prepared for teachers and administrators; There are questions about demographic questions such as age, gender, professional seniority, educational status and the adequacy of the Harezmi Education Model, the positive aspects of the implementation process, and its applicability in all our schools. In addition, there are questions about the effectiveness of the in-service training, the technology status of the schools, and the adequacy of the equipment. Changes to be made in the model, implementation times, Harezmi training plans, activities and willingness to implement are other questions asked to the participants. According to the findings obtained from the research, it was determined that the applications were not sufficient by the teachers due to the lack of materials and technology. It was concluded that the applications provided students with cooperation, problem solving skills, gaining different perspectives, desire to learn and expression skills. It is also among the results that teachers gain professional experience in practice and that the model can be applied in all schools of our country is related to teacher wishes and skills. It was also determined that the in-service training given to the teachers was sufficient in terms of theoretical and practical skills, but it was found insufficient by the teachers due to the short duration of the training, and the lack of in-service training for the administrators was stated as a deficiency. In addition, according to the managers; It is also among the results obtained that the practices provide prestige to the school, affect the school climate positively, and that there is a budget problem because no appropriation is given. It has also been determined that the administrators are willing to implement the Harezmi Education just like the teachers. In this context, suggestions were presented to teachers and administrators.