İlkokulların Mesleki Öğrenme Toplulukları Olma Durumlarının Değerlendirilmesi

Nazife Karadağ; Mehmet Şükrü Bellibaş

Araştırma Makalesi

İlkokulların Mesleki Öğrenme Toplulukları Olma Durumlarının Değerlendirilmesi

Yıl 2017, Sayı: 16, 24 - 42, 26.12.2017

Öz

Bu araştırmanın amacı ilkokulların mesleki öğrenme toplulukları olma durumlarının
değerlendirilmesidir. Nitel araştırma yöntemleri çerçevesinde yapılandırılan araştırmada
durum çalışması deseni kullanılmıştır. Veriler, Adıyaman ili merkezinde bulunan üç ilkokulda
amaçlı örneklem yöntemi ile seçilen 10 öğretmenden görüşme yoluyla toplanmıştır. Verilerin
analizinde içerik analizi ve betimsel analiz tekniklerinden yararlanılmıştır. Araştırma
sonuçlarına göre öğretmen görüşleri açısından okullarda mesleki öğrenme topluluklarının
oluşturulmasını destekleyen unsurların paylaşılan vizyon ve değerler boyutu altında ele
alınabileceği; mesleki öğrenme topluluklarının oluşturulmasının önündeki engellerin okul
müdürlerinin paylaşılan liderlik uygulamalarının sınırlı olması, öğretmenlerin toplu öğrenme
faaliyetlerinde bulunmak istemekten kaçınması, bireysel uygulamaların paylaşılmasından
kaçınılması ile zaman, kaynak ve iletişim gibi destekleyici unsurların olmaması boyutları
altında ele alınabileceği söylenebilir.

Anahtar Kelimeler

Mesleki gelişim, mesleki öğrenme topluluğu, paylaşılan liderlik

Kaynakça

Ackerman, D.V. (2011). The impact of teacher collaboration in a professional learning community on teacher job satisfaction (Unpublished doctoral dissertation), Walden University, Minneapolis, USA. Andrews, D. ve Lewis, M. (2004). Building sustainable futures: Emerging understandings of the signi cant contribution of the professional learning community. Improving Schools, 7(2), 129-150. Bellibaş, M.Ş. (2015). Principals’ and teachers’ perceptions of efforts by principals to improve teaching and learning in Turkish middle schools. Educational Sciences: Theory and Practice, 15(6), 1471-1485. Bellibaş, M.Ş., Bulut, O. ve Gedik, S. (2017). Investigating professional learning communities in Turkish schools: the effects of contextual factors. Professional Development in Education, 43(3), 353-374. Bullough, R.V. (2007). Professional learning communities and the eight-year study. Educational Horizons, 85(3), 168-180. Bryk, A., Camburn, E. ve Louis, K.S. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly 35, 751–781. Darling-Hammond, L. ve McLaughlin, M.W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 597-604. Drage, K. (2010). Professional development: Implications for Illinois career technical education teachers. Journal of Career and Technical Education. 25 (2), 27-37. DuFour, R. ve Eaker, R. (1998). Professional learning communities at work. Bloomington, IN: Solution Tree Ginsberg, M.B. (2011). Transformative professional learning: A system to enhance teacher and student motivation. Corwin Press: California USA. Gümüş, S. (2013). The effects of teacher-and school-level factors on teachers’ participation in professional development activities: The role of principal leadership. Journal of International Education Research, 9(4), 371-380. Hallinger, P. (2016). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership. Harris, A. ve Jones, M. (2010). Professional learning communities and system improvement. Improving Schools, 13(2), 172-181. Hipp, K.K. ve Huffman, J.B. (2010). Demystifying the concept of professional learning communities (p.11-21). In Hipp and Huffman. Demystifying professional learning communities: School leadership at its best, Plymouth, United Kingdom: Rowman & Little eld Education İlgan, A., Erdem, M., Çakmak, A., Erdoğmuş, E. ve Sevinç, Ö.S. (2011). İlköğretim okullarının mesleki öğrenme topluluğu olma durumlarının değerlendirilmesi. Kastamonu Eğitim Dergisi, 19 (1). 151-166. Johnson, S.M. (1990). Teachers at work: Achieving success in our schools. New York, USA: Basic Books. Kalkan, F. (2015). İlköğretim okulu öğretmenlerinin mesleki öğrenme topluluğu algılarının bazı değişkenler açısından incelenmesi. Electronic Turkish Studies, 10(11) 847-868. Lee, J. C. K., Zhang, Z. ve Yin, H. (2011). A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective ef cacy on teacher commitment to students. Teaching and Teacher Education, 27(5), 820-830. Lieberman, A. (1990). Schools as collaborative cultures: Creating the future now. New York, USA: Falmer. Louis, K. S. ve Marks, H. M. (1998). Does professional community affect the classroom? Teachers’ work and student experiences in restructuring schools. American Journal of Education, 106(4), 532-575. Louis, K.S., Kruse, S.D. ve Marks, H.M. (1996). Schoolwide professional community. In F.M. Newman & Associates (Eds). Authentic achievement restructuring schools for intellectual quality ss.179-203.San Francisco: Jossey-Bass Mitchell, C. ve Sackney, L. (2000). Profound improvement: Building capacity for a learning community. Lisse, The Netherlands: Swets & Zeitlinger. Morrissey, M.S. (2000). Professional learning communities: An ongoing exploration. Austin, Texas: Southwest Educational Development Laboratory. Newmann, F.M. ve Wehlage, G.G. (1995). Successful school restructuring. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison Odden, A.R. (1995). Educational leadership for America’s schools. NewYork, USA: McGraw-Hill. Oplatka, I. ve Arar, K. (2016). The eld of educational administration as an arena of knowledge production: some implications for Turkish eld members, Research in Educational Administration & Leadership, 1(2), 161-186. Pirtle, S.S.ve Tobia, E. (2014). Implementing effective professional learning communities. SEDL Insights, 2(3), 1-8. Resnick, L.B. (2010). Nested learning systems for the thinking curriculum. Educational Researcher 39(3),183–197. Sai, X. ve Siraj, S. (2015). Professional Learning Community in Education: Literature Review. The Online Journal of Quality in Higher Education 2(2) 65-78. Schein, E.H. (1992). Organizational culture and leadership. San Francisco: Jossey-Bass. Selznick, P. (1992). The moral commonwealth: Social theory and the promise of community. Berkeley: University of California Press. Smylie, M. ve Hart, A.W. (2000). School leadership for teacher learning and change: A human and social capital development perspective. In J. Murphy&K. S. Louis (Eds.), Handbook of research on educational administration (pp. 421-441). San Francisco: Jossey-Bass. Spillane, J. P., Halverson, R. ve Diamond, J. B. (2001). Distributed leadership: Toward a theory of school leadership practice. Educational Researcher, 30(3), 23-28. Stoll, L., Bolam, R., McMahon, A., Wallace, M. ve Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258. Swanborn, P. (2010). Case study research: What, why and how? Thousand Oaks, CA: Sage Publications. The Professional Development Partnership. (2008). A common language for professional learning communities. http://lmrtriads.wikispaces.com/ le/view/common.pdf/74711919/ common.pdf Erişim Tarihi: 03.10.2017 Thiessen, D. ve Anderson, S. (1999). Getting into the habit of change in Ohio schools: The cross-case study of 12 transforming learning communities. Columbus: Ohio Department of Education. Toole, J.C. ve Louis, K.S. (2002). The role of professional learning communities in international education. In Second international handbook of educational leadership and administration (pp. 245-279). Springer: Netherlands. Vescio, V., Ross, D. ve Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91. Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. Yin, R. K. (2002). Case study research: Design and methods. Thousand Oaks, CA: SAGE Publications. Youngs, P. ve King, M.B. (2002). Principal leadership for professional development to build schoool capacity. Educational Administration Quarterly, 38(5), 643-670.

Yıl 2017, Sayı: 16, 24 - 42, 26.12.2017

Nazife Karadağ , Mehmet Şükrü Bellibaş

Öz

Kaynakça

Ackerman, D.V. (2011). The impact of teacher collaboration in a professional learning community on teacher job satisfaction (Unpublished doctoral dissertation), Walden University, Minneapolis, USA. Andrews, D. ve Lewis, M. (2004). Building sustainable futures: Emerging understandings of the signi cant contribution of the professional learning community. Improving Schools, 7(2), 129-150. Bellibaş, M.Ş. (2015). Principals’ and teachers’ perceptions of efforts by principals to improve teaching and learning in Turkish middle schools. Educational Sciences: Theory and Practice, 15(6), 1471-1485. Bellibaş, M.Ş., Bulut, O. ve Gedik, S. (2017). Investigating professional learning communities in Turkish schools: the effects of contextual factors. Professional Development in Education, 43(3), 353-374. Bullough, R.V. (2007). Professional learning communities and the eight-year study. Educational Horizons, 85(3), 168-180. Bryk, A., Camburn, E. ve Louis, K.S. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly 35, 751–781. Darling-Hammond, L. ve McLaughlin, M.W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 597-604. Drage, K. (2010). Professional development: Implications for Illinois career technical education teachers. Journal of Career and Technical Education. 25 (2), 27-37. DuFour, R. ve Eaker, R. (1998). Professional learning communities at work. Bloomington, IN: Solution Tree Ginsberg, M.B. (2011). Transformative professional learning: A system to enhance teacher and student motivation. Corwin Press: California USA. Gümüş, S. (2013). The effects of teacher-and school-level factors on teachers’ participation in professional development activities: The role of principal leadership. Journal of International Education Research, 9(4), 371-380. Hallinger, P. (2016). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership. Harris, A. ve Jones, M. (2010). Professional learning communities and system improvement. Improving Schools, 13(2), 172-181. Hipp, K.K. ve Huffman, J.B. (2010). Demystifying the concept of professional learning communities (p.11-21). In Hipp and Huffman. Demystifying professional learning communities: School leadership at its best, Plymouth, United Kingdom: Rowman & Little eld Education İlgan, A., Erdem, M., Çakmak, A., Erdoğmuş, E. ve Sevinç, Ö.S. (2011). İlköğretim okullarının mesleki öğrenme topluluğu olma durumlarının değerlendirilmesi. Kastamonu Eğitim Dergisi, 19 (1). 151-166. Johnson, S.M. (1990). Teachers at work: Achieving success in our schools. New York, USA: Basic Books. Kalkan, F. (2015). İlköğretim okulu öğretmenlerinin mesleki öğrenme topluluğu algılarının bazı değişkenler açısından incelenmesi. Electronic Turkish Studies, 10(11) 847-868. Lee, J. C. K., Zhang, Z. ve Yin, H. (2011). A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective ef cacy on teacher commitment to students. Teaching and Teacher Education, 27(5), 820-830. Lieberman, A. (1990). Schools as collaborative cultures: Creating the future now. New York, USA: Falmer. Louis, K. S. ve Marks, H. M. (1998). Does professional community affect the classroom? Teachers’ work and student experiences in restructuring schools. American Journal of Education, 106(4), 532-575. Louis, K.S., Kruse, S.D. ve Marks, H.M. (1996). Schoolwide professional community. In F.M. Newman & Associates (Eds). Authentic achievement restructuring schools for intellectual quality ss.179-203.San Francisco: Jossey-Bass Mitchell, C. ve Sackney, L. (2000). Profound improvement: Building capacity for a learning community. Lisse, The Netherlands: Swets & Zeitlinger. Morrissey, M.S. (2000). Professional learning communities: An ongoing exploration. Austin, Texas: Southwest Educational Development Laboratory. Newmann, F.M. ve Wehlage, G.G. (1995). Successful school restructuring. Madison, WI: Center on Organization and Restructuring of Schools, School of Education, University of Wisconsin-Madison Odden, A.R. (1995). Educational leadership for America’s schools. NewYork, USA: McGraw-Hill. Oplatka, I. ve Arar, K. (2016). The eld of educational administration as an arena of knowledge production: some implications for Turkish eld members, Research in Educational Administration & Leadership, 1(2), 161-186. Pirtle, S.S.ve Tobia, E. (2014). Implementing effective professional learning communities. SEDL Insights, 2(3), 1-8. Resnick, L.B. (2010). Nested learning systems for the thinking curriculum. Educational Researcher 39(3),183–197. Sai, X. ve Siraj, S. (2015). Professional Learning Community in Education: Literature Review. The Online Journal of Quality in Higher Education 2(2) 65-78. Schein, E.H. (1992). Organizational culture and leadership. San Francisco: Jossey-Bass. Selznick, P. (1992). The moral commonwealth: Social theory and the promise of community. Berkeley: University of California Press. Smylie, M. ve Hart, A.W. (2000). School leadership for teacher learning and change: A human and social capital development perspective. In J. Murphy&K. S. Louis (Eds.), Handbook of research on educational administration (pp. 421-441). San Francisco: Jossey-Bass. Spillane, J. P., Halverson, R. ve Diamond, J. B. (2001). Distributed leadership: Toward a theory of school leadership practice. Educational Researcher, 30(3), 23-28. Stoll, L., Bolam, R., McMahon, A., Wallace, M. ve Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258. Swanborn, P. (2010). Case study research: What, why and how? Thousand Oaks, CA: Sage Publications. The Professional Development Partnership. (2008). A common language for professional learning communities. http://lmrtriads.wikispaces.com/ le/view/common.pdf/74711919/ common.pdf Erişim Tarihi: 03.10.2017 Thiessen, D. ve Anderson, S. (1999). Getting into the habit of change in Ohio schools: The cross-case study of 12 transforming learning communities. Columbus: Ohio Department of Education. Toole, J.C. ve Louis, K.S. (2002). The role of professional learning communities in international education. In Second international handbook of educational leadership and administration (pp. 245-279). Springer: Netherlands. Vescio, V., Ross, D. ve Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91. Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. Yin, R. K. (2002). Case study research: Design and methods. Thousand Oaks, CA: SAGE Publications. Youngs, P. ve King, M.B. (2002). Principal leadership for professional development to build schoool capacity. Educational Administration Quarterly, 38(5), 643-670.

Toplam 1 adet kaynakça vardır.

Ayrıntılar

Konular	Eğitim Üzerine Çalışmalar
Bölüm	Makaleler
Yazarlar	Nazife Karadağ Mehmet Şükrü Bellibaş
Yayımlanma Tarihi	26 Aralık 2017
Gönderilme Tarihi	28 Ekim 2017
Yayımlandığı Sayı	Yıl 2017 Sayı: 16

Kaynak Göster

APA	Karadağ, N., & Bellibaş, M. Ş. (2017). İlkokulların Mesleki Öğrenme Toplulukları Olma Durumlarının Değerlendirilmesi. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama, 8(16), 24-42.