Türk eğitim sisteminin ihtiyaçları doğrultusunda Türkiye’de geleceğin okullarına ilişkin senaryolar
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Sivas Cumhuriyet Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı; Türk eğitim sisteminin ihtiyaçları doğrultusunda okul yöneticileri, öğretmen ve akademisyenlerin gözünden Türkiye'de geleceğin okullarına ilişkin ve eğitim politikalarını şekillendirecek olan senaryoların belirlenmesidir. Bu amaçla geleceğin okullarında fiziksel yapı, materyal ve donanım, eğitim programları, yetiştirilmek istenen insan tipi, öğretmenler ve okul yöneticilerinin ne yönde değişeceği/değişmesi gerektiği incelenerek, Türkiye'de geleceğin okullarında OECD eğitim senaryolarından (Artan Okullaşma, Dış Kaynaklarla Desteklenen Eğitim, Öğrenme Merkezi Olarak Okullar ve Okul Temelli Öğrenmenin Sonu) hangisi/hangilerinin yaşanmasının daha olası olduğu değerlendirilmiştir. Nitel araştırma desenlerinden fenomenoloji deseninin kullanıldığı araştırmada çalışma grubunu oluşturan akademisyenlerin belirlenmesinde ölçüt örnekleme yönteminden yararlanılmıştır. Bu anlamda akademisyenler belirlenirken Eğitim Bilimleri alanında çalışmalar yapan öğretim üyesi olmak ölçüt alınarak, Türkiye'de farklı üniversitelerde çalışan 20 öğretim üyesi ile görüşmeler gerçekleştirilmiştir. Öğretmen ve yöneticilerin belirlenmesinde ise kartopu örnekleme ve maksimum çeşitlilik örneklemesi yöntemlerinden yararlanılarak Türkiye genelinde farklı illerdeki özel ve resmî kurumlarda, farklı kademelerde ve branşlarda görev yapan 20 öğretmen ve 20 yönetici ile görüşülmüştür. Veriler araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Verilerin analizi için içerik analizi yöntemi kullanılmıştır. Çalışma sonucunda katılımcıların geleceğin okullarında fiziksel yapı, materyal ve donanım, eğitim programları, yetiştirilmek istenen insan tipi, öğretmenler ve okul yöneticilerinin ne yönde değişeceği/değişmesi gerektiği ile ilgili görüşlerinde ortaya çıkan bulguların ışığında Türkiye'de geleceğin okullarını bekleyen senaryolar oluşturulmaya çalışılmış ve "Okul Temelli Eğitim", "Teknoloji Temelli Eğitim" ve "Yaşam Temelli Eğitim" olmak üzere 3 kurguda özetlenmiştir. "Okul Temelli Eğitim" senaryosunda, toplumsal olarak okullar varlığını sürdürür, okullaşma artar, yüz yüze eğitim devam eder. Geleneksel yapı teknoloji desteğiyle iyileştirilir, mesleki eğitim güçlendirilir. Ulusal değerler korunur, çağa ayak uydurabilen bireyler yetiştirme hedeflenir. Öğretmen ve yönetici rolleri güçlüdür. Devlet ve hükümet ideolojilerinin eğitim sistemi üzerinde etkisi belirgindir. "Teknoloji Temelli Eğitim" senaryosunda, teknolojik gelişmeler eğitimi şekillendirir, uzaktan eğitim modelleriyle desteklenen hibrit eğitime geçilir. Mekân ve zamana dair sınırlamalar kalkar, sanal ve esnek öğrenme modelleri eğitim sürecine dahil edilir. Evrensel değerler hakimdir. Öğretmen rehber ve okul yöneticileri dönüştürücü lider olur. Devlet ve hükümet ideolojilerinin eğitim sistemi üzerindeki etkin rolleri azalır. "Yaşam Temelli Eğitim" senaryosunda ise, Toplumsal bir kurum olarak okullar yüz yüze eğitime devam eder. Eğitim bireysel ihtiyaç, yetenek ve becerilere dönüktür. Bireyselleştirilmiş ve farklılaştırılmış eğitim programlarının kullanıldığı alternatif okul modelleri vardır. Öğretmen ve yöneticilerin geleneksel rolleri değişir. Devlet ve hükümet ideolojilerinin etkisi azalır ve merkeziyetçi yapıdan uzaklaşılır. Türkiye'de geleceğin okullarını bekleyen senaryolar daha sonra "Örgüt ve yapı", "Amaç ve işlev", "Öğretmen ve yönetici işgücü" ve "Yönetim" başlıkları altında OECD eğitim senaryolarıyla karşılaştırılmıştır. Buna göre "Okul Temelli Eğitim" senaryosunun OECD senaryolarından "Artan Okullaşma", "Teknoloji Temelli Eğitim" senaryosunun "Okul Temelli Öğrenmenin Sonu" ve "Yaşam Temelli Eğitim" senaryosunun ise "Öğrenme Merkezi Olarak Okullar" ve "Dış Kaynaklarla Desteklenen Eğitim" senaryolarıyla daha benzer olduğunu söylemek mümkündür. Elbette Türkiye'de geleceğin okullarında OECD eğitim senaryolarından hangisi/hangilerinin yaşanmasının daha olası olduğu sorusu, Türkiye'de geleceğin okullarını bekleyen senaryoların yaşanması/yaşanmaması olasılığı ile ilişkilidir. Elde edilen verilere dayanarak Türkiye'nin geleceği düşünüldüğünde yaşanma olasılığı en az olan senaryo "Okul Temelli Öğrenmenin Sonu" senaryosu olarak görünmektedir. Araştırma sonucunda geleceğin okullarında fiziki yapılarının oluşturulmasında dünyada gerçekleştirilen iyi örneklerin incelenmesi ve eğitim programlarının oluşturulmasında ise çağa ve bilime uygun, bireyin çok yönlü gelişimini destekleyen bilgi, beceri, tutum ve değerleri içeren bir yapıda olmasına özen gösterilmesi önerilebilir. Ayrıca okul yöneticiliğinin profesyonel bir meslek olarak görülmesi ve yeniliklere açık, kendini geliştirebilen, eğitim ortamının düzenlenmesinde aktif olan, öğrenci ilgi ve yeteneklerini göz önünde bulunduran, bireyselleştirilmiş etkinlikler tasarlayan öğretmenler yetiştirilmesi gerektiği de araştırmanın önerilerindendir. Son olarak Türkiye'de geleceğin okulları ile ilgili yapılan çalışmalarda ortaya çıkan öngörü ve önerilerin eğitim sisteminin şekillendirilmesinde ve okulların düzenlenmesinde farklı fikirler ortaya çıkarabileceği ve bu nedenle buna benzer çalışmaların artırılarak, tüm paydaşların görüşlerinin alınması ve daha geniş kapsamlı gruplarla gerçekleştirilmesinin önemli olduğu düşünülmektedir.
The aim of this study is to determine the scenarios that will shape the education policies of the schools of the future in Turkey from the eyes of school administrators, teachers and academics in accordance in line with the needs of the Turkish education system. For this purpose, the physical structure, materials and equipment, educational programs, the type of people who want to be trained, the direction in which teachers and school administrators will/should change were examined, and which/which of the OECD education scenarios (Schooling Extended, Education Outsourced, Schools as a Learning Hubs and Learn as You Go) are more likely to be experienced in the schools of the future in Turkey were evaluated. In the research in which the phenomenology design, one of the qualitative research designs, was used, the criterion sampling method was used to determine the academicians who formed the study group. In this sense, when determining the academicians, interviews were conducted with 20 faculty members working at different universities in Turkey, taking into account the criteria of being a faculty member working in the field of Educational Sciences. In determining the teachers and administrators, snowball sampling and maximum diversity sampling methods were used and 20 teachers and 20 administrators working at different levels and branches in private and public institutions in different provinces throughout Turkey were interviewed. The data were collected using a semi-structured interview form developed by the researchers. The content analysis method was used for the analysis of the data. As a result of the study, scenarios waiting for the schools of the future in Turkey were tried to be created in the light of the findings that emerged in the participants' opinions about the physical structure, materials and equipment, educational programs, the type of people who want to be raised, in what direction teachers and school administrators will / should change and were summarized in 3 fictions: "School-Based Education", "Technology-Based Education" and "Life-Based Education". In the" School-Based Education" scenario, schools continue to exist socially, schooling increases, and face-to-face education continues. The traditional structure is improved with the support of technology, vocational education is strengthened. National values are protected, and it is aimed to raise individuals who can keep up with the times. The roles of teacher and administrator are strong. The influence of state and government ideologies on the education system is evident. In the" Technology-Based Education" scenario, technological developments shape education, and hybrid education supported by distance education models is switched to. Restrictions on space and time are removed, virtual and flexible learning models are included in the educational process. Universal values prevail. Teachers become guides and school administrators become transformative leaders. The effective role of state and government ideologies on the education system decreases. In the" Life-Based Education" scenario, schools, as a social institution, continue face-to-face education. Education is based on individual needs, abilities and skills. There are alternative school models in which individualized and differentiated education programs are used. The traditional roles of teachers and administrators change. The influence of state and government ideologies decreases and the decentralized structure is removed. The scenarios awaiting the schools of the future in Turkey were then compared with OECD education scenarios under the headings "Organization and structure", "Purpose and function", "Teacher and manager workforce" and "Management". Accordingly, it is possible to say that the "School-Based Education" scenario is more similar to the OECD scenarios of "Schooling Extended". "Technology-Based Education" scenario is more similar to the "Learn as You Go" and the "Life-Based Education" scenario is more similar to the "Schools as a Learning Hubs" and "Education Outsourced" scenarios. Of course, the question of which/which of the OECD education scenarios are more likely to be experienced in the schools of the future in Turkey is related to the probability that the scenarios waiting for the schools of the future in Turkey will be experienced / not experienced. Based on the data obtained, considering the future of Turkey, the scenario that is least likely to happen seems to be the "Learn as You Go" scenario. As a result of the research, it can be recommended to examine the best examples in the world in creating the physical structures of the schools of the future and to pay attention to the creation of educational programs in a structure that is appropriate to the age and science and includes knowledge, skills, attitudes and values that support the versatile development of the individual. In addition, one of the suggestions of the research is that school managers should be seen as a professional profession and teachers should be trained who are open to innovations, can improve themselves, are active in organizing the educational environment, take student interests and abilities into consideration, and design individualized activities. Finally, it is thought that the predictions and suggestions emerging from the studies on the schools of the future in Turkey may reveal different ideas in shaping the education system and organizing schools, and therefore it is important to increase similar studies, take the opinions of all stakeholders and carry out them with larger groups.
The aim of this study is to determine the scenarios that will shape the education policies of the schools of the future in Turkey from the eyes of school administrators, teachers and academics in accordance in line with the needs of the Turkish education system. For this purpose, the physical structure, materials and equipment, educational programs, the type of people who want to be trained, the direction in which teachers and school administrators will/should change were examined, and which/which of the OECD education scenarios (Schooling Extended, Education Outsourced, Schools as a Learning Hubs and Learn as You Go) are more likely to be experienced in the schools of the future in Turkey were evaluated. In the research in which the phenomenology design, one of the qualitative research designs, was used, the criterion sampling method was used to determine the academicians who formed the study group. In this sense, when determining the academicians, interviews were conducted with 20 faculty members working at different universities in Turkey, taking into account the criteria of being a faculty member working in the field of Educational Sciences. In determining the teachers and administrators, snowball sampling and maximum diversity sampling methods were used and 20 teachers and 20 administrators working at different levels and branches in private and public institutions in different provinces throughout Turkey were interviewed. The data were collected using a semi-structured interview form developed by the researchers. The content analysis method was used for the analysis of the data. As a result of the study, scenarios waiting for the schools of the future in Turkey were tried to be created in the light of the findings that emerged in the participants' opinions about the physical structure, materials and equipment, educational programs, the type of people who want to be raised, in what direction teachers and school administrators will / should change and were summarized in 3 fictions: "School-Based Education", "Technology-Based Education" and "Life-Based Education". In the" School-Based Education" scenario, schools continue to exist socially, schooling increases, and face-to-face education continues. The traditional structure is improved with the support of technology, vocational education is strengthened. National values are protected, and it is aimed to raise individuals who can keep up with the times. The roles of teacher and administrator are strong. The influence of state and government ideologies on the education system is evident. In the" Technology-Based Education" scenario, technological developments shape education, and hybrid education supported by distance education models is switched to. Restrictions on space and time are removed, virtual and flexible learning models are included in the educational process. Universal values prevail. Teachers become guides and school administrators become transformative leaders. The effective role of state and government ideologies on the education system decreases. In the" Life-Based Education" scenario, schools, as a social institution, continue face-to-face education. Education is based on individual needs, abilities and skills. There are alternative school models in which individualized and differentiated education programs are used. The traditional roles of teachers and administrators change. The influence of state and government ideologies decreases and the decentralized structure is removed. The scenarios awaiting the schools of the future in Turkey were then compared with OECD education scenarios under the headings "Organization and structure", "Purpose and function", "Teacher and manager workforce" and "Management". Accordingly, it is possible to say that the "School-Based Education" scenario is more similar to the OECD scenarios of "Schooling Extended". "Technology-Based Education" scenario is more similar to the "Learn as You Go" and the "Life-Based Education" scenario is more similar to the "Schools as a Learning Hubs" and "Education Outsourced" scenarios. Of course, the question of which/which of the OECD education scenarios are more likely to be experienced in the schools of the future in Turkey is related to the probability that the scenarios waiting for the schools of the future in Turkey will be experienced / not experienced. Based on the data obtained, considering the future of Turkey, the scenario that is least likely to happen seems to be the "Learn as You Go" scenario. As a result of the research, it can be recommended to examine the best examples in the world in creating the physical structures of the schools of the future and to pay attention to the creation of educational programs in a structure that is appropriate to the age and science and includes knowledge, skills, attitudes and values that support the versatile development of the individual. In addition, one of the suggestions of the research is that school managers should be seen as a professional profession and teachers should be trained who are open to innovations, can improve themselves, are active in organizing the educational environment, take student interests and abilities into consideration, and design individualized activities. Finally, it is thought that the predictions and suggestions emerging from the studies on the schools of the future in Turkey may reveal different ideas in shaping the education system and organizing schools, and therefore it is important to increase similar studies, take the opinions of all stakeholders and carry out them with larger groups.
Açıklama
Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Yönetimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
