Öğretim programında yer alan yetkinliklere ilişkin öğretmen görüşlerinin incelenmesi
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Dosyalar
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Mardin Artuklu Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, ortaokul öğretim programlarında yer alan sekiz anahtar yetkinliğin (ana dilde iletişim, yabancı dillerde iletişim, matematiksel yetkinlik ve bilim/teknolojide temel yetkinlikler, dijital yetkinlik, öğrenmeyi öğrenme, sosyal ve vatandaşlıkla ilgili yetkinlikler, inisiyatif alma ve girişimcilik, kültürel farkındalık ve ifade) kazandırılma düzeyine ilişkin ortaokul öğretmenlerinin görüşlerini incelemektir. Bu amaç doğrultusunda, öğretmenlerin görüşleri arasında cinsiyet, mesleki kıdem, eğitim düzeyi ve branş değişkenlerine göre anlamlı bir farklılık olup olmadığı araştırılmıştır. Nicel olarak yürütülen araştırmada betimsel araştırma yaklaşımlarından tarama modeli kullanılmıştır. Araştırmanın çalışma grubu basit seçkisiz örnekleme yöntemi ile seçilmiş olup, örneklemi 2021-2022 eğitim-öğretim yılında Mardin ili merkez ilçe Artuklu başta olmak üzere Kızıltepe ve Nusaybin ilçelerine bağlı resmi ortaokullarda görev yapan 470 branş öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak 5'li likert tipi derecelendirilmiş "Öğretim Programı Yetkinlik Alanlarının Değerlendirilmesi Öğretmen Ölçeği" kullanılmıştır. Araştırmadan elde edilen nicel verilerin istatistiksel çözümlemeleri SPSS 21.0 paket programı ile yapılmıştır. Nicel verilerin analizi için betimsel (frekans, aritmetik ortalama, standart sapma) ve kestirimsel (t-Testi, One-Way ANOVA) istatistik tekniklerinden faydalanılmıştır. ANOVA testinden elde edilen sonuçların istatiksel olarak hangi gruplar lehinde anlamlı olduğuna karar vermek amacıyla Post Hoc testlerinden Scheffe Testi kullanılmıştır. Araştırmadan elde edilen bulgulara göre, öğretmenlerin öğretim programı tüm yetkinlik alanlarına ilişkin görüşlerinin "Kararsızım" düzeyinde olduğu tespit edilmiştir. Tüm yetkinlik alanları karşılaştırıldığında matematiksel yetkinlik ve bilim teknolojide temel yetkinlikler alanı ile "Katılıyorum" düzeyinde en yüksek ortalamaya sahip yetkinlik alanı olurken, yabancı dillerde iletişim yetkinliği alanı "Katılmıyorum" düzeyinde en düşük ortalamaya sahip yetkinlik alanı olarak bulunmuştur. Öğretmenlerin tüm yetkinlik alanlarına ilişkin görüşleri arasında mesleki kıdem ve eğitim düzeyi değişkenlerine göre anlamlı bir farklılık saptanmamıştır. Cinsiyete değişkenine göre sosyal ve vatandaşlıkla ilgili yetkinlikler alanına ilişkin anlamlı bir farklılığın olduğu, yapılan bağımsız örneklemler t testi sonucunda anlamlı farklılığın erkekler lehinde olduğu tespit edilmiştir. Branş değişkenine göre öğretmenlerin yabancı dillerde iletişim yetkinliği alanına verdikleri cevaplar arasında istatistiksel olarak anlamlı bir farklılık bulunmuştur. Araştırmanın sonucunda, ortaokullarda öğretim programında yer alan yetkinliklerin programın hedefleri doğrultusunda yeterli düzeyde kazandırılamadığı ortaya çıkmıştır. Bu kapsamda, eğitimin paydaşlarına ve araştırmacılara önerilerde bulunulmuştur.
The aim of this study is to examine the views of secondary school teachers on the acquisition of eight key competences (communication in mother tongue, communication in foreign languages, mathematical competence and basic competences in science/technology, digital competence, learning to learn, social and civic competences, initiative and entrepreneurship, cultural awareness) in the secondary school curriculum. For this purpose, it was studied whether there is a significant difference between the views of teachers according to gender, seniority, educational level and branch variables. The descriptive survey model was used in the quantitative research. The study group of the research was selected by simple random sampling method, and the sample consists of 444 branch teachers working in the official secondary schools within the central district of Mardin, Artuklu, and Kızıltepe and Nusaybin districts in the 2021-2022 academic year. "The Scale of Evaluation Competence Areas in Curriculum for Teachers" was used as a data collection tool, graded 5-point Likert type, in the research. Statistical analysis of the quantitative data was carried out with the SPSS 21.0 package program. Descriptive (frequency, mean, standard deviation) and predictive (t-Test, One-Way ANOVA) statistical techniques were used for the analysis of quantitative data. Scheffe Test, one of the Post Hoc tests, was used to decide among which groups the results obtained from the ANOVA test were statistically significant. The obtained results showed that the teachers' views on all competency areas of the curriculum were at the "Neutral" level. Compared all competence areas, it was found that the theme of mathematical competence and basic competences in science and technology is the competence area with the highest average at the level of "Agree" , while the competence theme of communication in foreign languages has the lowest average at the level of "Disagree". In the study, there was no significant difference between the teachers' views on all competences according to seniority and educational level. There was a significant difference in social and civic competences according to the gender variable, and as a result of the independent samples t-test, the significant difference was in favor of men. According to the branch variable, a statistically significant difference was found between the answers given by the teachers to the communication in foreign languages competence. As a result of the research, it has been revealed that the competencies in the curriculum cannot be acquired at a sufficient level in accordance with the curriculum objectives in secondary schools. Based on this result, suggestions were made to the stakeholders of education and researchers.
The aim of this study is to examine the views of secondary school teachers on the acquisition of eight key competences (communication in mother tongue, communication in foreign languages, mathematical competence and basic competences in science/technology, digital competence, learning to learn, social and civic competences, initiative and entrepreneurship, cultural awareness) in the secondary school curriculum. For this purpose, it was studied whether there is a significant difference between the views of teachers according to gender, seniority, educational level and branch variables. The descriptive survey model was used in the quantitative research. The study group of the research was selected by simple random sampling method, and the sample consists of 444 branch teachers working in the official secondary schools within the central district of Mardin, Artuklu, and Kızıltepe and Nusaybin districts in the 2021-2022 academic year. "The Scale of Evaluation Competence Areas in Curriculum for Teachers" was used as a data collection tool, graded 5-point Likert type, in the research. Statistical analysis of the quantitative data was carried out with the SPSS 21.0 package program. Descriptive (frequency, mean, standard deviation) and predictive (t-Test, One-Way ANOVA) statistical techniques were used for the analysis of quantitative data. Scheffe Test, one of the Post Hoc tests, was used to decide among which groups the results obtained from the ANOVA test were statistically significant. The obtained results showed that the teachers' views on all competency areas of the curriculum were at the "Neutral" level. Compared all competence areas, it was found that the theme of mathematical competence and basic competences in science and technology is the competence area with the highest average at the level of "Agree" , while the competence theme of communication in foreign languages has the lowest average at the level of "Disagree". In the study, there was no significant difference between the teachers' views on all competences according to seniority and educational level. There was a significant difference in social and civic competences according to the gender variable, and as a result of the independent samples t-test, the significant difference was in favor of men. According to the branch variable, a statistically significant difference was found between the answers given by the teachers to the communication in foreign languages competence. As a result of the research, it has been revealed that the competencies in the curriculum cannot be acquired at a sufficient level in accordance with the curriculum objectives in secondary schools. Based on this result, suggestions were made to the stakeholders of education and researchers.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
