Author :
Abstract
Bu çalışma, üniversite öğretim elemanlarının mesleki gelişim faaliyetleri ile ilgili düşünce ve ihtiyaçlarını araştırmayı ve tanımlamayı amaçlamaktadır. 45 öğretim elemanı, dil becerilerinin öğretimi ve değerlendirmesi ile ilgili mesleki gelişim faaliyet ihtiyaçlarını araştırmak için hazırlanmış üç bölümden oluşan anketi doldurarak, çalışmaya katkı sağlamışlardır. Öğretim elemanlarının dil becerilerinin öğretimi ve değerlendirmesi bağlamında mesleki gelişim ihtiyaçları konusundaki eğilimlerini ortaya çıkarmak için tanımlayıcı istatistikler uygulanmıştır. Buna ek olarak, belirli mesleki gelişim alanlarıyla ilgili mesleki gelişim ihtiyaçları anket yoluyla araştırılmış ve sonuçlar tek yönlü varyans analizi ile karşılaştırılmıştır. Mesleki gelişim alanları için öğretim elemanlarının ihtiyaçlarını etkileyen faktörler ve her bir alanla ilgili mesleki gelişim öğeleri ortalama hesaplamaları yapılarak araştırılmıştır. Mezun olunan bölümün, öğretim sertifikasına sahip olunmasının ve mesleki gelişim ihtiyaçlarının ana kategorilerinin, öğretim elemanlarının ihtiyaçları üzerindeki etkisini ortaya çıkarmak için tam faktöryel varyans analiz testi kullanılmıştır. Çalışmanın sonuçları, öğretmenlik yeterlilik belgesine sahip olmanın, öğretim ve değerlendirme becerilerine ilişkin mesleki gelişim etkinliklerine dair ihtiyaçları etkilediğini göstermiştir. Buna ek olarak, mesleki gelişim faaliyetleri ihtiyaçları ile ilgili tercihler mezun olunan bölüm, öğretmenlik yeterlilikleri ve ihtiyaç alanlarının temel kategorilerine bağlı olarak şekillendiği gözlemlenmiştir.
Keywords
Abstract
This exploratory study aims to investigate and describe the beliefs and needs of university instructors regarding the professional development activities. 45 instructors participated in this study by completing a three-section survey aiming to explore their needs of professional development activities for teaching and assessing skills. To figure out the tendencies of language instructors with regard to their professional development needs for teaching and assessing skills, the descriptive statistics were administrated. In addition, their professional development needs related to specific professional development areas are sought through the survey and the results were compared through One-way Anova. Factors affecting the needs of the instructors for professional development areas and the items falling under each area have also been explored through revealing mean scores. Full Factorial Anova test was employed to figure out whether the variables of graduated department, having a teaching certificate and the parent categories of professional development need areas had an impact on the needs of the instructors. The results of the study showed that having a teaching qualification certificate affects the needs of professional development activities related to teaching and assessing skills. In addition, the preferences of individual professional development needs are shaped depending on the independent variables of the graduated department, the teaching qualifications and parent categories of the need areas.
Keywords
- For this study, a survey developed by Ekşi (2010) was adapted to our context chosen for
- this study. As stated by Ekşi (2010), the survey was developed through reviewing the
- (Arikan, 2002; Karaarslan, 2003; Gultekin, 2007). For our study, validity and reliability of
- it was applied to participants in Ekşi’s (2010) study.
- development. Thus, some parts of the survey developed by Ekşi (2010) were excluded in
- Contrary to our findings, it is stated in Ekşi’s (2010) study that “increasing student
- Ekşi’s (2010) study that the mean score of “new theories and practices of ELT” was 3.32
- classroom” (M=2,53) and “lesson planning” (M=2,36). Similar to our findings, Ekşi (2010)
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