Alan değişikliği sürecinde karşılaşılan sorunlara ilişkin çok boyutlu çözümlemeler (Bayburt ili örneği )
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2014
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Bu araştırmada, eğitim fakültelerinin sınıf öğretmeni yetiştiren bölümlerinden mezun olmalarına rağmen yan alanlarını kullanarak veya yan alan olmaksızın alan değişikliği ile birlikte ortaokullarda branş öğretmeni olarak görev yapmaya başlayan öğretmenlerin, bu branşlardaki mesleklerine uyumları ile geçiş döneminde ve sonrasında karşılaştıkları sorunlar tespit edilmiş, bunların çözüme kavuşması adına değerlendirmeler yapılmıştır. Aynı zamanda alan değiştiren ve değiştirmeyen sınıf öğretmenlerinin alan değişikliği süreci ile ilgili düşünceleri alınarak karşılaştırmalar yapılmış ve gerekli öneriler sunulmuştur. Bu çalışma beş bölümden oluşmuştur. I. Bölümde 'Giriş', II. Bölümde 'Araştırmanın Kuramsal Temelleri', III. Bölümde 'Yöntem', IV. Bölümde 'Bulgular ve Yorumlar', V. Bölümde 'Sonuç ve Öneriler' yer almaktadır. Araştırma 2013-2014 eğitim - öğretim yılında Bayburt ilinde alan değiştiren 30, alan değiştirmeyen 130 sınıf öğretmeni ile yapılmıştır. Öğretmenlerin cinsiyet, kıdem, mezun olunan eğitim kurumu ve alan değişikliği yapıp yapmadıklarına göre görüşlerinin değişip değişmediği tespit edilmiştir. Çalışma sonucu toplanan veriler SPSS 15.0 ve Microsoft Excel programları kullanılarak analiz edilmiştir.
In this research, teacher's who work as branch teachers at secondary schools without having subordinate branches or by using their subordinate branches though they have graduated from 'primary teaching' departments of Education Faculties, adaptation problems in these branches, problems they have met during transition period and after this period, have been determined. Evaluations have been done to have solutions for these problems. At the same time it's made comparision and introduced neccessary suggestions by being taken ideas about the process of field change of class teacher who changed their field and who not changed their field. This study consists of five sections. 'Introduction' takes part in the first section. 'Theoretical Basis Research' takes part in the second section. 'Methods' takes part in the third section. 'Findings and Interpretations' takes part in the fourt section. 'Result and Suggestions' takes part in the fifth section. The research was conducted with 30 teachers who have changed their branches and 130 teachers who haven't changed their branches, in 2013 – 2014 academic year, in Bayburt. It has determined if the teachers ideas change or not according to their gender, seniority, where they have graduated from and they have changed their branches or not. The data was analysed by using SPSS 15.0 and Microsoft Excel programs.
In this research, teacher's who work as branch teachers at secondary schools without having subordinate branches or by using their subordinate branches though they have graduated from 'primary teaching' departments of Education Faculties, adaptation problems in these branches, problems they have met during transition period and after this period, have been determined. Evaluations have been done to have solutions for these problems. At the same time it's made comparision and introduced neccessary suggestions by being taken ideas about the process of field change of class teacher who changed their field and who not changed their field. This study consists of five sections. 'Introduction' takes part in the first section. 'Theoretical Basis Research' takes part in the second section. 'Methods' takes part in the third section. 'Findings and Interpretations' takes part in the fourt section. 'Result and Suggestions' takes part in the fifth section. The research was conducted with 30 teachers who have changed their branches and 130 teachers who haven't changed their branches, in 2013 – 2014 academic year, in Bayburt. It has determined if the teachers ideas change or not according to their gender, seniority, where they have graduated from and they have changed their branches or not. The data was analysed by using SPSS 15.0 and Microsoft Excel programs.
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Eğitim ve Öğretim, Alan değişikliği, Branş öğretmenleri, Education and Training, Sınıf öğretmenleri, Branch change, Branch teachers, Sınıf öğretmenliği, Class teachers, Öğretmenler, School teachers, Teachers, Öğretmenlik, Teaching
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98