Türkiye ve Hollanda'daki sınıf öğretmenliği bölümü öğrencilerinin hayat boyu öğrenme yeterliklerinin incelenmesine ilişkin karşılaştırmalı bir çalışma
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın temel amacı, Türkiye ve Hollanda'da sınıf öğretmenliği bölümünde eğitim gören öğrencilerin hayat boyu öğrenme yeterliklerini çeşitli değişkenler açısından incelemek ve karşılaştırmaktır. Araştırmada nicel-korelasyonel model kullanılmıştır. Araştırmaya 2020-2021 eğitim-öğretim yılında Türkiye Ömer Halisdemir Üniversitesi'den 218 öğrenci, Hollanda Hogeschool Windesheim'den (Yüksekokulu) 104 öğrenci katılmıştır. Araştırmanın verileri, Yavuz-Konokman ve Yanpar-Yelken tarafından geliştirilen "Hayat Boyu Öğrenme Yeterlik Algısı Ölçeğinden'' elde edilmiştir. Temin edilen verilerin analizi, SPSS-22 istatistik paket programı kullanılarak değerlendirilmiştir. Ölçekten elde edilen verilerin homojenliği ve normallik durumları Levene ve Kolmogorov-Smirnov testleri ile ölçülmüştür. Buna bağlı olarak öğrencilerin hayat boyu öğrenme yeterliklerini cinsiyete göre karşılaştırabilmek için Mann-Whitney U Testi kullanılırken, sınıf seviyesini karşılaştırabilmek için Kruskal-Wallis Testi tercih edilmiştir. Son olarak ise her iki ülkedeki katılımcıların karşılaştırılması Mann-Whitney U Testi kullanılarak yapılmıştır. Araştırma sonucunda, iki ülkenin öğrencilerinin hayat boyu öğrenme yeterliklerinin yüksek düzeyde olduğu belirlenmiştir. Türk öğrencilerin hayat boyu öğrenme yeterlikleri cinsiyete göre anlamlı olarak farklılaşmıştır, bu farklılaşmanın erkek öğrencilerin lehine olduğu belirlenmiştir. Hollandalı öğrencilerin hayat boyu öğrenme yeterliklerinin cinsiyete göre anlamlı olarak farklılaşmadığı bulunmuştur. Her iki ülkenin öğrencilerinin hayat boyu öğrenme yeterliklerinin sınıf düzeyine göre anlamlı olarak farklılaşmadığı sonucuna ulaşılmıştır. İki ülkeyi karşılaştırdığımızda anlamlı olarak farklılaşmıştır, bu farklılaşmanın Hollandalı öğrencilerin lehine olduğu belirlenmiştir.
The aim of this research is to examine and compare lifelong learning competencies in terms of various variables, of primary teacher education students in Turkey and in the Netherlands. In this research a quantitative-correlational research design was used. The data is collected from 218 students of Niğde Ömer Halisdemir University, Turkey, and 104 students from Hogeschool Windesheim, the Netherlands, during the academic year of 2020-2021. The data of this research was obtained using the 'Life-Long Learning Competency Scale' developed by Yavuz-Konokman and Yanpar-Yelken. The scales of "Lifelong Learning Competencies" have been administered after which the results were analyzed using SPSS-22 statistical software package. Levene Test was used to calculate the homogeneity of the groups. The Kolmogorov Smirnov Test was applied to determine the data's normal distribution characteristics. Mann-Whitney U Test was used to compare the students' lifelong learning competencies by gender. Kruskal-Wallis Test was applied to make the comparison according to grade level. Based on the findings it was determined that the lifelong learning competencies of the students within both countries are at a high level. According to gender, results show that lifelong learning competencies of male Turkish students is significantly higher than female Turkish students. Dutch students showed no significant differences of lifelong learning competences based on gender. It has been concluded that the lifelong learning competencies of students within both countries do not differ significantly according to their grade level. Comparison of both countries resulted in a significant difference in favor of the Dutch students. In addition, some differences were found between the sub-dimensions. The results obtained by this research are being discussed further on in the framework of related literature.
The aim of this research is to examine and compare lifelong learning competencies in terms of various variables, of primary teacher education students in Turkey and in the Netherlands. In this research a quantitative-correlational research design was used. The data is collected from 218 students of Niğde Ömer Halisdemir University, Turkey, and 104 students from Hogeschool Windesheim, the Netherlands, during the academic year of 2020-2021. The data of this research was obtained using the 'Life-Long Learning Competency Scale' developed by Yavuz-Konokman and Yanpar-Yelken. The scales of "Lifelong Learning Competencies" have been administered after which the results were analyzed using SPSS-22 statistical software package. Levene Test was used to calculate the homogeneity of the groups. The Kolmogorov Smirnov Test was applied to determine the data's normal distribution characteristics. Mann-Whitney U Test was used to compare the students' lifelong learning competencies by gender. Kruskal-Wallis Test was applied to make the comparison according to grade level. Based on the findings it was determined that the lifelong learning competencies of the students within both countries are at a high level. According to gender, results show that lifelong learning competencies of male Turkish students is significantly higher than female Turkish students. Dutch students showed no significant differences of lifelong learning competences based on gender. It has been concluded that the lifelong learning competencies of students within both countries do not differ significantly according to their grade level. Comparison of both countries resulted in a significant difference in favor of the Dutch students. In addition, some differences were found between the sub-dimensions. The results obtained by this research are being discussed further on in the framework of related literature.
Açıklama
Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Programları ve Öğretim Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
