Türkiye ve Azerbaycan’da öğretmenlerin hizmetiçi eğitim uygulamalarının karşılaştırılması
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Date
2019-08-23
Authors
Hasanova, Vusala
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu araştırmanın genel amacı Türkiye ve Azerbaycan’da öğretmenlerin hizmetiçi eğitim uygulamalarının benzerlik ve farklılıklarını ortaya koyarak karşılaştırmak ve bu bağlamda somut öneriler getirmektir. Çalışma, öncelikle Türkiye ve Azerbaycan’da öğretmen yetiştirilmesi ve hizmetiçi eğitime kronolojik çerçevede bakış açısı getirmekte ve amaç doğrultusunda her iki ülkede hizmetiçi eğitim kurumlarının hizmetiçi eğitim programlarının gereksinimlerini karşılaması için yapılan etkinlikleri ve etkinliklerin öğretmenlere kariyer açısından neler kattığını sorgulamaktadır. Kronolojik bakışla birlikte, özellikle son 5 yılda yapılan uygulamalar ve bu uygulamaların öğretmenlere kariyer olarak katkısını araştırmakta ve 3 Azerbaycanlı ve 3 Türk (toplam 6) akademisyenle yüzyüze görüşerek mülakat yapılarak Türkiye ve Azerbaycan’daki öğretmen yetiştirilmesi ve hizmetiçi eğitimi konu edinmektedir. viii Araştırma verileri literatür taraması ve 6 akademisyenle nitel araştırma tekniklerinden biri olan mulakatla elde edilmiştir. Sonuç olarak her iki ülke üzerinde yapılan literatür taraması ve her ülkenin akademisyenlerinin hizmetiçi eğitim ile ilgili fikirleri öğretmenlerin çağın gelişme ve yenileşmesine ayakuydura bilmesi için yetersiz kaldığı ve bu merkezlerin yenilikleri takip ederek eğitimler hazırlaması gerektiği kanısına varılmıştır. Literatür taraması sonuçlarında 5 senede yapılmış olan hizmetiçi eğitim programlarının konuları, hizmetiçi eğitim programlarına ayrılmış bütçe ve bu programlara katılmış olan öğretmen sayısı tablolaştırılmış şekilde sunulmaktadır. Ayrıca literatür taraması sonucu olarak, hizmetiçi eğitim programları sonrasında bu eğitimleri almış olmak öğretmenlere kariyer olarak ne gibi özellik sağladığı da ayrı-ayrı ülkelere göre belirtilmiştir. Akademisyenlerden alınan mülakatın sonuçlarında ise her iki ülkede hizmetiçi eğitimler düzenlenirken öğretmenlerin ihtiyaç duydukları ve onların talep etdikleri konular göz önüne alınması ve yapılan eğitimlerin uzman kadrolar yani bu alanda yeterli bilgi ve eğitime sahip olan öğretmenler tarafından düzenlenmesi ile ilgili ortak görüşler görülmektedir. Eğitim sonrasının öğretmenlerde olumlu izler bırakması, uygulama ağırlıklı, gönüllülük ve ihtiyaç odaklı eğitimler düzenlenmesi yönünde ortak fikirler belirtilmiştir. Genel olarak ise, her iki ülke akademisyenleri ait oldukları ülkelerde yapılan hizmetiçi eğitim programlarından memnun değillerdir.
The overall objective of this study is to compare the similarities and differences of inservice training practices of Turkish and Azerbaijani teachers and to make recommendations in this regard. This study brings perspective in chronological frame to training of teachers in Turkey and Azerbaijan and to in-service training. The purpose of this study is to investigate the activities carried out in order to meet the needs of in-service training programs of inservice training institutions in both countries and what the activities contribute to the career of x teachers. With the chronological perspective, especially the applications made in the last 5 years and the contribution of these applications to teachers in terms of their careers are investigated. The face-to-face interviews were conducted with three Azerbaijani and three Turkish academicians and Turkey and Azerbaijan has been criticized in terms of cultivating teachers and in-service training. Research data were obtained through literature review and interview with 6 academicians, one of the qualitative research techniques. As a result, when the literature review on both countries and the ideas of academicians of each country about in-service training were put forward, it was concluded that in order to keep pace with the development and innovation of teachers, in-service training of teachers were insufficient and should follow the innovations and prepare trainings. In the results of the literature review, the subjects of the in-service training programs carried out in 5 years, the budget of training programs allocated by each state for the last 5 years, and the number of teachers who have participated in these programs are presented in a tabulated form. It has been stated that what kind of qualifications it provides for teachers as a career after having received in-service training programs according to different countries as a result of the literature review. The results of the interviews with academicians show that while in-service trainings are organized in both countries, the needs and demands of teachers should be taken into consideration and it is seen that there are common opinions about the organization of the trainings by expert staff, that is, teachers with sufficient knowledge and training in this field. It is stated that the post-training leave positive traces for the teachers, and that practiceoriented, volunteering and need-oriented trainings should be organized. In general, the academicians of both countries are not satisfied with the in-service training programs in their respective countries.
The overall objective of this study is to compare the similarities and differences of inservice training practices of Turkish and Azerbaijani teachers and to make recommendations in this regard. This study brings perspective in chronological frame to training of teachers in Turkey and Azerbaijan and to in-service training. The purpose of this study is to investigate the activities carried out in order to meet the needs of in-service training programs of inservice training institutions in both countries and what the activities contribute to the career of x teachers. With the chronological perspective, especially the applications made in the last 5 years and the contribution of these applications to teachers in terms of their careers are investigated. The face-to-face interviews were conducted with three Azerbaijani and three Turkish academicians and Turkey and Azerbaijan has been criticized in terms of cultivating teachers and in-service training. Research data were obtained through literature review and interview with 6 academicians, one of the qualitative research techniques. As a result, when the literature review on both countries and the ideas of academicians of each country about in-service training were put forward, it was concluded that in order to keep pace with the development and innovation of teachers, in-service training of teachers were insufficient and should follow the innovations and prepare trainings. In the results of the literature review, the subjects of the in-service training programs carried out in 5 years, the budget of training programs allocated by each state for the last 5 years, and the number of teachers who have participated in these programs are presented in a tabulated form. It has been stated that what kind of qualifications it provides for teachers as a career after having received in-service training programs according to different countries as a result of the literature review. The results of the interviews with academicians show that while in-service trainings are organized in both countries, the needs and demands of teachers should be taken into consideration and it is seen that there are common opinions about the organization of the trainings by expert staff, that is, teachers with sufficient knowledge and training in this field. It is stated that the post-training leave positive traces for the teachers, and that practiceoriented, volunteering and need-oriented trainings should be organized. In general, the academicians of both countries are not satisfied with the in-service training programs in their respective countries.
Description
Keywords
Öğretmen, Teacher, Hizmet-içi eğitim, Öğretmen yetiştirme, Mesleki gelişim, In-service training, Professional development, Teacher training
Citation
Hasanova, V. (2019). Türkiye ve Azerbaycan’da öğretmenlerin hizmetiçi eğitim uygulamalarının karşılaştırılması. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.