Science and Technology Teachers Views and Expectations about In-service Training Practices
Journal Name:
- Amasya Üniversitesi Eğitim Fakültesi Dergisi
Keywords (Original Language):
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Abstract (2. Language):
Problem Statement: Fast developments in science and technology have been causing various changes in societies, such as the economy, culture and social fields. While societies and institutions that keep up with these changes continuously develop, societies that do not adapt themselves to these changes are condemned to be behind the times (Ersoy, 1998). In parallel with this, institutions and societies that produce labor have to learn and adapt themselves to this fast changing world. As in all fields and professions, this situation is seen often in the education field and teaching profession. Understandings of teaching have been changing, and the necessity to re¬shape the roles of teaching professions has been increasing over the years (Ayan, 1999). In this case, no matter where a teacher is, he/she needs in-service training that is organized according to renewing criterion. In order to increase the quality of education given in a country, vigorous efforts should be made to improve the education of teachers and prospective teachers in pre-service and in-service periods (Kaya, Çepni and Küçük, 2004a). One of the most essential elements of in-service training is teachers. In order to identify the reasons why in-service trainings don't occur at the desired level, teachers' ideas should be taken into consideration as the primary source. The aim of this study is to determine the views and expectations of science and technology teachers regarding in-service training practices.
Purpose of the Study: The aim of this study is to reveal views and expectations of science and technology teachers working in Trabzon Provincial Directorate for National Education about in-service trainings.Method(s):
Th
e case study method was employed in the study. This method was preferred as it focuses on the aspect of a case and enables the collective use of different data gathering techniques (Çepni, 2010; Wellington, 2000 ) The sampling of this research was made up of 110 science and technology teachers working in Trabzon Provincial Directorate for National Education. An open ended survey and semi-structured interview were preferred as data collection tools. First, 15 questions were determined by the researchers, but after taking the views of different researchers, they were reduced to 10 questions. Data obtained from surveys was analyzed separately by 3 professionals. After that, these 3 professionals came together and grouped the same expressions. Frequency and percentage of these expressions were calculated. Percentages were calculated by data analysis and the distributions of answers were shown with tables. Data obtained by interviews was interpreted with the help of descriptive analysis.
Findings and Discussion: When Table 1 was analyzed, it was seen that most of the science and technology teachers defined in-service trainings as a way to help teachers improve themselves, keep pace with technology and fill the insufficiencies in their professional fields while carrying out their profession. Some teachers saw in-service trainings only as seminars that are given in frame of education practices. When table 2 was analyzed, it was seen that although resulting from different reasons, science and technology teachers defended the necessity of in service trainings. 21% of science and technology teachers expressed that in-service trainings must be carried out in order to follow changes in scientific, technological and social fields. It was determined that 25% of the science and technology teachers were defending the idea that gaining the ability to use technological devices would help them better communicate with students. One of the other significant findings was that the percentage of teachers who think that in-service trainings were unnecessary and a waste of time was 20%. When table 4 was analyzed, it was seen that some of the teachers thought that compulsory in-service trainings would bring some problems within. 36% of science and technology teachers thought that compulsory in-service training would create a time problem. Most of the science and technology teachers shared the same opinion that in-service training shouldn't be compulsory. Relatedly, they put forward that teachers wouldn't be willing to have compulsory in-service training, thus the training would not be efficient.
Conclusions and Recommendations: When the findings of the study was analyzed, it was seen that most of the teachers constituting the sample stated that in-service training is necessary but it shouldn't be obligatory, and it should be easy to reach the places where training will be given. On the other hand, 20% of the teachers mentioned that in-service training didn't serve the intended purpose. In addition to this, teachers said that in-service training was given theoretically rather than practically, and professional/professionals weren't qualified enough. While some of the science and technology teachers attended the study were of the same opinion about the practical application of the training, they said that the educator should be active (Ünal, Varol,Oyman, Kar and Aslan, 2000). Obviously, it is understood that science and technology teachers want demonstration methods. Namely, they don't want to take responsibility, they want the course educators to be responsible for the training. These results are the same in many studies that focus on in-service training (MEB, 2008; Sarıgöz, 2011).
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Abstract (Original Language):
Bu çalışmanın amacı, fen bilimleri öğretmenlerinin hizmet içi eğitim uygulamalarına ilişkin görüşlerinin ve beklentilerinin belirlenmesidir. Çalışmanın örneklemini, Trabzon il Milli Eğitim Müdürlüğü bünyesinde görev yapan 110 fen bilimleri öğretmeni oluşturmaktadır. Araştırmada özel durum yöntemi kullanılmıştır. Açık uçlu anket ve yarı yapılandırılmış mülakat veri toplama aracı olarak tercih edilmiştir. Anketlere verilen cevaplara göre seçilmiş on öğretmenle görüşmeler yapılmıştır. Anketlerin analizinde, içerik analizi, frekans ve yüzde kullanılırken, mülakatların analizinde betimsel analiz kullanılmıştır. Öğretmenler ağırlıklı olarak; bilim ve teknolojide meydana gelen değişimlerin eğitimdeki yansımalarına uyum sağlanabilinmesi için hizmet içi eğitim faaliyetlerinin düzenli ve belirli aralıklarla yapılması gerektiğini belirtmişlerdir. Bunun yanı sıra, öğretmenlerin bir kısmı; hizmet içi eğitim faaliyetlerinin gereksiz olduğunu ve zaman kaybına neden olduğunu ifade etmiştir. Çalışmada, hizmet içi eğitiminin zorunlu olması durumunda; zaman sıkıntısı yaşanabileceği ve öğretmenlerin bu etkinliklere karşı olumsuz tutum geliştirebilecekleri belirlenmiştir. Çalışmanın sonunda, hizmet içi eğitim faaliyetlerine katılan öğretmenlerin belirli aralıklarla takip edilmeleri, bu faaliyetlerin etkililiğinin araştırılması ve niteliklerinin artırılması önerilmiştir.
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