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Fatih Projesi Kapsamındaki Hizmetiçi Eğitimler Hakkında Öğretmenlerin Görüşleri ve İhtiyaçları

Views and Demands Of Teachers About In-Service Training Within The Scope Of Fatih Project

Journal Name:

  • Kastamonu Üniversitesi Kastamonu Eğitim Dergisi

Publication Year:

  • 2016

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
The lack of effective in-service teacher training was declared in the literature as the most frequented barrier for the integration of ICT in the schools. For that reason, it may be useful to determine the problems the teachers faced while they received the in-service training of FATİH Project. The purpose of this study was to determine the teachers’ views and needs about the in-service training within the scope of the FATİH Project that aims to integrate interactive and mobile technologies into education in Turkey. Qualitative case study methodology was performed for this research. The data was collected through semi-structured interviews from fifteen teachers in a high school. Content analysis method was used while reaching the findings. The findings indicated that the teachers prefer more practice-based trainings for longer and repeated periods of time, and special trainings for teachers at different fields.
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Abstract (Original Language): 
Okullardaki bilişim teknolojilerinin entegrasyonu için alan yazında en sık belirtilen engeller arasında hizmetiçi eğitimlerdeki sıkıntılar gösterilmektedir. Bundan dolayı FATİH Projesi kapsamında yürütülen hizmetiçi eğitimlerde öğretmenlerin karşılaştığı aksaklıkların belirlenmesi yararlı olabilir. Bu çalışmanın amacı Türkiye’deki eğitim sistemine mobil ve etkileşimli teknolojilerin entegrasyonunu amaçlayan FATİH Projesi hizmetiçi eğitimleri hakkında öğretmenlerin görüş ve ihtiyaçlarını belirlemektir. Bu çalışmada araştırma yöntemi olarak nitel durum çalışması kullanılmıştır. Veriler bir lisedeki 15 öğretmenden yarı yapılandırılmış görüşme yoluyla toplanmıştır. Bulguların elde edilmesinde içerik analizi yapılmıştır. Elde edilen bulgular öğretmenlerin daha çok uygulama ağırlıklı, daha uzun ve çeşitli zaman aralıklarında tekrarlanan, farklı branşlar için özel hizmetiçi eğitimleri tercih ettiklerini göstermektedir.
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