Hayat boyu öğrenmeye yönelik öğretmen görüşlerinin değerlendirilmesi
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Date
2023
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Access Rights
info:eu-repo/semantics/openAccess
Abstract
Dünya eğitimi son yüzyılda bir reform ile değişti. Önceleri bu değişim öğretmen merkezli davranışçı kuramdan öğrenci merkezli yapılandırmacı kurama geçişle başladı. Öğretmen merkezli eğitimden öğrenci merkezli eğitime geçmekle beraber önce öğrenciler merkeze alındı. Daha sonra da tüm bireyler öğrenci kabul edilmeye başlandı. Doğumdan ölüme kadar tüm bireylerin öğrenme ile iç içe oldukları dolayısıyla bir anlamda yaşayan vasıflı ya da vasıfsız tüm insanların öğrenci olduğu kabul edildi. Bu değişimin veya akımın adı da yaşam boyu öğrenme olarak belirlendi. Yaşam veya hayat boyu öğrenme, bireylerin yaşamları boyunca aileleri, arkadaşları, komşuları, akrabaları kısacası tüm çevreleri ile iletişimleri ve etkileşimleri sonucu elde ettikleri tecrübeleri ve deneyimleri neticesinde kendilerini bilişsel, duyuşsal ve devinişsel alanda geliştirmesidir. Yaşam boyu öğrenme aynı zamanda, her bireyin yaşamda kendini yeterli görebilmesi için bazı yeterliklere sahip olması anlamına da gelmektir. Bu yeterlikler Avrupa Birliği raporları ve Devlet Planlama Teşkilatı tarafından; ana dilde iletişim, yabancı dilde iletişim, matematik, fen ve teknolojide temel yetkinlikler, dijital yeterlilik, öğrenmeyi öğrenme, sosyal ve beşeri yeterlilikler, girişimcilik ve kültürel bilinç olmak üzere 8 temel yeterlik olarak belirlenmiştir. Tüm dünyada bireylerin bu 8 yeterliği işlerini yapabilecek veya hayatını devam ettirebilecek kadar bilmesi gerektiği sonucuna varılmıştır. Bu araştırmanın amacı, öğretmenlerin yaşam boyu öğrenmeye yönelik görüşlerini belirleyebilmektir. Araştırmanın çalışma grubunu, 2022-2023 öğretim yılında Hatay Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsüne bağlı Eğitim Programları ve Öğretim Anabilim Dalında yüksek lisans yapan öğretmenler oluşturmaktadır. Araştırma, yaşam boyu öğrenme kavramına ilişkin öğretmen görüşlerini belirlemeye yönelik nitel bir araştırmadır. Araştırmada, durum çalışması yöntemi kullanılmıştır. Araştırma verileri, araştırmacı tarafından geliştirilmiş olan yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırma sonucunda, öğrenenlerin yaşam boyu öğrenme konusunda yeterli bilgi sahibi oldukları ve öğrencilerini yaşam boyu öğrenme kurallarını baz alarak yetiştirmeye çalıştıkları gibi sonuçlara ulaşılmıştır.
World education has changed with a reform in the last century. Previously, this change started with the transition from teacher-centered behaviorist theory to student-centered constructivist theory. Despite the transition from teacher-centered education to student-centered education, students were first taken to the center. Later, all individuals began to be accepted as students.It was accepted that all individuals, from birth to death, are intertwined with learning, so in a sense, all qualified or unqualified people living are students. The name of this change or trend was determined as lifelong learning. Life or lifelong learning is the development of individuals in the cognitive, affective and psychomotor fields as a result of the experiences and experiences they have gained as a result of their communication and interaction with their families, friends, neighbors, relatives, in short, all their environments throughout their lives. Lifelong learning also means that each individual has certain competencies in order to see himself as competent in life. These competencies by the European Union reports and State Planning Organization; communication in mother tongue, communication in a foreign language, basic competencies in mathematics, science and technology, digital competency, learning to learn, social and human competencies, entrepreneurship and cultural awareness. It has been concluded that individuals all over the world should know these 8 competencies enough to do their job or continue their life. The purpose of this research is to determine teachers' views on lifelong learning. The study group of the research consists of teachers who do postgraduate studies in the Department of Education Programs and Instruction, affiliated to the Social Sciences Institute of Hatay Mustafa Kemal University, in the 2022-2023 academic year. The research is a qualitative research aimed at determining teachers' views on the concept of lifelong learning. In the research, case study method was used. Research data were collected with a semi-structured interview form developed by the researcher. As a result of the research, it was concluded that the learners have sufficient knowledge about lifelong learning and they try to train their students on the basis of lifelong learning rules.
World education has changed with a reform in the last century. Previously, this change started with the transition from teacher-centered behaviorist theory to student-centered constructivist theory. Despite the transition from teacher-centered education to student-centered education, students were first taken to the center. Later, all individuals began to be accepted as students.It was accepted that all individuals, from birth to death, are intertwined with learning, so in a sense, all qualified or unqualified people living are students. The name of this change or trend was determined as lifelong learning. Life or lifelong learning is the development of individuals in the cognitive, affective and psychomotor fields as a result of the experiences and experiences they have gained as a result of their communication and interaction with their families, friends, neighbors, relatives, in short, all their environments throughout their lives. Lifelong learning also means that each individual has certain competencies in order to see himself as competent in life. These competencies by the European Union reports and State Planning Organization; communication in mother tongue, communication in a foreign language, basic competencies in mathematics, science and technology, digital competency, learning to learn, social and human competencies, entrepreneurship and cultural awareness. It has been concluded that individuals all over the world should know these 8 competencies enough to do their job or continue their life. The purpose of this research is to determine teachers' views on lifelong learning. The study group of the research consists of teachers who do postgraduate studies in the Department of Education Programs and Instruction, affiliated to the Social Sciences Institute of Hatay Mustafa Kemal University, in the 2022-2023 academic year. The research is a qualitative research aimed at determining teachers' views on the concept of lifelong learning. In the research, case study method was used. Research data were collected with a semi-structured interview form developed by the researcher. As a result of the research, it was concluded that the learners have sufficient knowledge about lifelong learning and they try to train their students on the basis of lifelong learning rules.
Description
Keywords
Yaşam boyu öğrenme, Beşikten mezara öğrenme, Öğrenmeyi öğrenme, Lifelong learning, Learning from cradle to grave, Learning to learn
Journal or Series
LATIN AMERICA 7th INTERNATIONAL CONFERENCE ON SCIENTIFIC RESEARCHES
