Öğretmenlerin Kariyer Gelişimlerinde Lisansüstü Eğitim: Tercih Sebepleri ve Süreçte Karşılaştıkları Sorunlar
Master's Degree Education in The Career Development of Teachers: Reasons of Preference and The Problems That They Face throughout The Process
Yazar: Alabaş, Ramazan; Kamer, S. Tunay; Polat, Ümit
Dergi: e-Uluslararası Eğitim Araştırmaları Dergisi, Vol. 3 No. 4, 2012
Anahtar kelimeler: Studies on Education ; Eğitim Üzerine Çalışmalar ; Teacher,Master,Career development,Lifelong learning ; Öğretmen,Lisansüstü Eğitim,Kariyer Gelişimi,Yaşam Boyu Öğrenme

Bu araştırmanın amacı eğitim bilimlerinde lisansüstü eğitimlerini tamamlayan ilk ve ortaöğretimde görevli öğretmenlerin lisansüstü eğitim yapmaya karar vermelerinde etkili olan faktörleri belirleyip bunları çeşitli açılardan incelemek ve lisansüstü eğitimleri süreçlerinde karşılaştıkları sorunları belirlemektir. Bu amaçla, öğretmenlerin lisansüstü programı tercih sebepleri, programdan ne umduklarını, programın beklentilerini ne derece karşıladığı ve karşılaştıkları sorunları kendi söylemlerinden hareketle çeşitli açılardan incelenmiştir. Nitel bir durum çalışması olan bu araştırmada tarama modeli kullanılmış olup katılımcıların belirlenmesinde amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örneklemesi kullanılmıştır. Verilerin toplanmasında uzman görüşleri alınarak hazırlanan “Lisansüstü Eğitime İlişkin Görüşme Formu” kullanılmıştır. 2010- 2011 Eğitim-Öğretim yılında farklı illerde görev yapan, farklı mesleki deneyime sahip, farklı üniversitelerin lisansüstü eğitim programlarından mezun olmuş 30 öğretmen ile görüşmeler yapılmıştır. Veriler, içerik analizi yaklaşımı ile analiz edilmiştir. Araştırma sonuçlarına göre, öğretmenler, genel olarak lisansüstü eğitimi “kişisel gelişim, meslekî kıdemde kolaylık sağlaması ve akademik personel olmak” için tercih etmektedirler. Kaydoldukları programı tercih sebeplerini ise “alanlarında ileri düzey bilgi edinme ve yeni öğretim yöntem ve tekniklerini anlama” olarak belirtmişler, eğitim sürecinde karşılaştıkları problemleri ise temelde, “yükseköğretimden kaynaklanan danışmanlık ile ilgili sorunlar, görev yaptıkları okullarda ise okul yöneticilerinin ders saatlerini düzensiz planlaması” olarak belirtmişlerdir.

MA education is important for teacher's developing of their abilities, expertizing in their occupations, following recent changes and practicing them in the classrooms. Studies of MA education are playing a leader role in the occupational and personal development of teachers and as a result of it, teachers search for indoor applications and share results of these researches. MA education and Ph.D education after BEd, proficiency exams of arts, medical specialization and necessary educational procedures, scientific researches and practitions can be defined as postgraduate education of Turkey.This study aims to find the factors that cause the teachers that work in primary and secondary schools and have completed their MA education in the department of educational sciences to decide MA education and problems that they face during their MA education. Because of this, reasons of their preference; what they expect and how much the program have compensated their expectations and problems they have faced (according to their expressions) have been analyzed from different points. This is a qualitative case study and scanning model has been used. In addition, maximum variety sampling of purposal sampling method has been used while choosing participants.Semi-Structured “Form of Interview for MA education” has been used for the collection of data because of the advices of the experts. It is composed of two parts; first part includes personal knowledge of participants and second part includes questions about the reasons of preference (of MA degree), their expectations and problems they have faced. These questions that have been defined by researchers have been shaped according to clarity and suitability (for the aim of research) after the advices of experts.30 teachers that have worked in different cities –in different departments and graduated from different MA programs during 2010- 2011 Education Season have been interviewed. Interviews have been recorded and opinions of participant (that hasn't allowed recording) have been noted. All of them have been written and analyzed according to content analysis method. Sub-categories have been prepared. Subcodes were prepared according to the answers of participants for each question and they have categorized in upper theme after the grouping of defined codes. Concepts that can explain data and content analysis tables that show relations have been composed, to get internal consistency of codings coherence among the participants have been accepted as basic. Concepts (of content analysis) have been supported by participant expressions and direct quotations from the expressions of participants have been used for this.Results: According to the results of the research, teachers prefer MA education “to expertise in their department, for self-improvement and to get an academical degree”. They have expressed the reason of the preference of the department as “getting professional knowledge of department and understanding new teaching technics” and problems they have faced (basically) as “problems related to consultancy that has resulted from higher education and irregular organization of their lesson periods by school administrators (of their workplace)”.Conclusion, Discussion and Suggestions: There are advices to make MA education more effective; the permission that is defined as 2 “half days” by regulations can be changed as a half day and a day. Necessary facilities should be fulfilled and necessary chances should be supplied by Ministry of Education for the teachers who search, get knowledge and collect data for their dissertations. Enthusiasm of teachers for new technics should be attached importance and a lesson for the recent developments should be added into curriculum of MA education. Program for Research Technics in Education should be supplied for all departments by institute and students have to be able to choose it. Necessary precautions should be taken to encourage teachers for MA education, additional lesson payment for the teachers that have completed MA or Ph.D should be supplied, struggles of teachers for personal development should be supported financially and “learning payment” for the teachers whose MA education goes on should be allocated for each semester.