The Case of Being a Teacher at Science and Art Centers: A Phenomenological Quantitative Research

Abstract

The aim of the research is to examine "the case of being a teacher in Science and Art Centers". 13 teachers selected from Science and Art Centers in three different cities in the Eastern Anatolia region of Turkey in the 2015-2016 academic year constitute the study group of this research designed a phenomenological research design of Qualitative research approach. In the selection of the study group the criterion sampling method, one of purposive sampling method use in in phenomenological studies, was used. Semi-structured interview form was used to collect the data. The preliminary application of the interview form was carried out with three teachers working in Science and Art Centers. Necessary adjustments were made to the interview form in accordance with preliminary application results and expert opinions. Interviews were made with teachers in the study group. Content analysis method was used in analysis of research data. In this study, it was concluded that teachers find the system in 2007 (old system) better in general in terms of the evaluation criteria and validity of the selection of teachers for Science and Art Centers, and they cannot adopt the system in 2015 (new system) because it contains subjective evaluation criteria. Teachers are adopting learning approaches based on learning by doing-experiencing, project-based learning, trip-observation, active learning and problem based learning while doing instructional activities. It has been seen that teachers are positive in terms of being teachers in Science and Art Centers, providing personal/professional development and occupational satisfaction, enhancing learning-teaching motivation, being prestigious and having a free learning-teaching environment. It has been seen that teachers are negative in terms of being teachers in Science and Art Centers because of long working hours and cannot complete enough additional tuition fees. It was also concluded that teachers communicate with students effectively, while their communication with parents is inadequate. In line with the research results, the following suggestions can be made: the selection of teachers to the Science and Art Centers should be done objectively, work should be done for strengthening the teachers the interaction and co-operation with parents. Oz: Arastirmanin amaci “Bilim ve Sanat Merkezlerinde ogretmen olma” olgusunu incelemektir. Nitel arastirma yaklasimlarindan fenomenolojik desende tasarlanan arastirmanin calisma grubunu 2015-2016 egitim-ogretim yilinda Turkiye’nin Dogu Anadolu Bolgesindeki uc farkli sehrinde bulunan Bilim ve Sanat Merkezlerinden secilen 13 ogretmen olusturmaktadir. Calisma grubunun seciminde, fenomenolojik arastirmalarda kullanilan amacli ornekleme yontemlerinden biri olan olcut ornekleme yontemi kullanilmistir. Verileri toplamak amaciyla yari yapilandirilmis gorusme formu kullanilmistir. Gorusme formunun on uygu­lamasi Bilim ve Sanat Merkezlerinde gorev yapan uc ogretmen ile gerceklestirilmistir. Gorusme formunda, on uygulama sonuclari ve uzman kisilerin gorusleri dogrultusunda gerekli duzenlemeler yapilmistir. Calisma grubundaki ogretmenlerle derinlemesine mulakatlarda bulunulmustur. Arastirma verileri, icerik analizi yontemiyle analiz edilmistir. Arastirmada ogretmenlerin Bilim ve Sanat Merkezlerine ogretmen secimine iliskin 2007’deki sistemi degerlendirme kriterleri ve gecerliligi itibariyle daha iyi bulduklari, 2015’deki sistemi ise subjektif degerlendirme kriterleri icermesi nedeniyle benimseyemedikleri ortaya cikmistir. Ogretmenlerin, yaparak yasayarak ogrenme, proje temelli ogrenme, gezi-gozlem, aktif ogrenme ve probleme dayali ogrenme kapsaminda ogretimsel faaliyetlerini gerceklestirdikleri belirlenmistir. Ogretmenlerin, Bilim ve Sanat Merkezlerinde ogretmen olmayi, kisisel/mesleki gelisime ve mesleki doyuma katki saglamasi, ogrenme-ogretme motivasyonunu artirmasi, prestijli olmasi, ozgur ogrenme-ogretme ortaminin bulunmasi yonleriyle olumlu olarak nitelendirdikleri gorulmustur. Ogretmenler, mesainin uzun olmasini, ek derslerin tamamlanamamasini Bilim ve Sanat Merkezlerinde ogretmen olmanin olumsuz yonleri olarak nitelendirdikleri gorulmustur. Ayrica ogretmenlerin ogrencilerle etkili iletisim icerisinde olduklari, velilerle kurulan iletisimlerinin ise yetersiz oldugu sonuclarina ulasilmistir. Arastirma sonuclari dogrultusunda Bilim ve Sanat Merkezlerine ogretmen secimi, objektif olarak yapilmalidir, ogretmenlerin velilerle olan isbirligini ve etkilesimini guclendirecek calismalar yapilmalidir gibi onerilerde bulunulmustur.