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MESLEKİ ÖĞRENME TOPLULUKLARI OLARAK OKULLAR: OKULLARDA UYGULANMASI VE GELİŞTİRİLMESİ

SCHOOLS AS PROFESSIONAL LEARNING COMMUNITIES: DEVELOPMENT AND APPLICATION OF THE CONCEPT IN SCHOOLS

Journal Name:

  • Turkish Studies

Publication Year:

  • 2017
DOI: 
http://dx.doi.org/10.7827/TurkishStudies.11996

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
The purpose of restructuring schools as professional learning communities (PLCs) is to make instruction more effective and maximise student learning through administrators' and teachers' implementing better practices based on a support culture. In this respect, teachers identify student learning by focusing on analyses and assessments on students' performance. They make plans regarding what and how to teach, and try to enhance the quality of learning by preparing action plan for students who cannot learn at the desired rate and level. They attempt to reveal successful learning products, and organise activities for students who learn quickly and sufficiently. In schools that have an emphasis on the understanding of a professional learning community, the focus is on student learning that is the technical essence of the school, and instructing is emphasised less. This is because instructing is about making students comprehend certain pieces of information, while learning makes references to their individual, emotional, cognitive and behavioural characteristics. In other words, a student is regarded as special in learning. From this perspective, the practices of professional learning communities aim to have a school environment in which all students can learn and succeed, and includes activities of improvement and development. In this way, they ensure higher quality of education. In this study, positive contributions of the restructuring of schools as professional learning communities to student learning and the quality of education are found to increase the interest in this issue. Different characteristics of schools as professional learning communities are observed to be widely examined in the international literature. However, in the Turkish literature, studies on professional learning communities are quite new, and this phenomenon need to be examined from different aspects. Therefore, the present study focuses on the conceptual framework, basic assumptions, theoretical foundations, objectives, dimensions and samples of professional learning communities, and provides suggestions regarding its implementation in Turkish schools
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Abstract (Original Language): 
Okulların mesleki öğrenme toplulukları (MÖT) olarak yapılanmalarının amacı, yönetici ve öğretmenlerin destek kültürü temelinde, iyi uygulamaları ortaya koyarak öğretimi daha etkin hale getirmek ve öğrenci öğrenmelerini üst düzeylere çıkarmaktır. Bu bağlamda öğretmenler öğrencilerin durumlarıyla ilgili analizler ve değerlendirmeler üzerinde yoğunlaşarak öğrenci öğrenmelerini tespit ederler. Neyi, nasıl öğreteceklerine yönelik planlar yaparlar, yeterli hızda ve düzeyde öğrenemeyen öğrenciler için eylem planları hazırlayarak öğrenmedeki niteliği artırmaya çalışırlar. Başarılı öğrenme ürünleri ortaya koymaya çalışırlar. Aynı zamanda hızlı ve yeterli düzeyde öğrenen öğrenciler için de çalışmalar organize ederler. Mesleki öğrenme topluluğu anlayışının yoğun olduğu okullarda okulun teknik özü olan öğrenci öğrenmelerine odaklanılır. Öğretme daha geri planda yer alır. Çünkü öğretme belirli bilgilerin kavratılmasıyla ilgili iken öğrenmede öğrencinin bireysel özeliklerine, duygusal, bilişsel ve davranışsal niteliklerine dikkat edilir. Yani öğrenme de öğrenci özel biri olarak görülür. Bu bakımdan mesleki öğrenme topluluklarının çalışmaları bütün öğrencilerin öğrenebileceği ve başarılı olabileceği bir okul ortamını hedefler, iyileştirme ve geliştirme çalışmalarını kapsar. Böylece eğitimin daha nitelikli olmasını sağlar. Araştırmada okulların mesleki öğrenme toplulukları olarak yapılanmalarıyla birlikte öğrenci öğrenmeleri ve eğitim niteliğindeki olumlu sonuçlarının konuya olan ilgiyi artırdığı görülmüştür. Bu bağlamda uluslararası alanyazında mesleki öğrenme toplulukları olarak okulların farklı özelliklerinin yoğun biçimde incelendiği tespit edilmiştir. Bunun aksine ulusal alanyazında konuyla ilgili çalışmaların henüz yeni olduğu ve konunun farklı yönleriyle ele alınması gerektiği görülmüştür. Dolayısıyla bu çalışmada mesleki öğrenme topluluklarının kavramsal çerçevesi, temel varsayımları, teorik temelleri, hedefleri, boyutları,uygulama örnekleri incelenmiş, tartışılmış ve Türkiye’deki okullarda uygulanabilmesine yönelik bazı önerilere yer verilmiştir
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