İlköğretim I. kademede görev yapan sınıf öğretmenlerinin rehberlik görevleri ile ilgili görüşleri ve uygulamaları
Küçük Resim Yok
Tarih
2007
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İstanbul Beykent Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Arastırma ile ilkögretim I. kademedeki sınıf ögretmenlerinin rehberlik görevleriyle ilgili görüsleri ve uygulamalarının incelenmesi amaçlanmıstır. Bu amaç dogrultusunda ilkögretim okulları birinci kademede görev yapan sınıf ögretmenlerinin rehberlik hizmetlerinin amacına uygun olarak ve verimli bir sekilde bu alanda faaliyet göstermeleri ve yine ögretmenlerin bu alandaki görev ve sorumlulukları hakkında bilinçlilik düzeylerinin arttırılması bu çalısmanın önemini belirlemektedir. Arastırmanın evrenini istanbul ili, Avrupa yakasında görev yapan I. kademe sınıf ögretmenleri olusturmaktadır. Arastırmada iliskisel tarama modeli uygulanmıstır İstatistiksel analizler sonucunda su bulgulara ulasılmıstır: Sınıf ögretmenlerinin rehberlik görüsleri ile uygulamaları arasında cinsiyetleri ve bu alanda hizmet içi egitim alma durumları bakımından anlamlı bir farklılık ortaya çıkmamıstır. Ancak yas, mesleki kıdem ve mezun olunan egitim kurumu açısından rehberlik görüs ve uygulamalarında yas ve mesleki kıdemde üst seviyedeki ögretmenlerin; mezun olunan egitim kurumunda ise Egitim Enstitüsü ve Egitim Yüksek Okulu mezunu ögretmenlerin lehine diger mevcut gruplar arasında anlamlı bir farklılıga rastlanmıstır. Rehberlik çalısmalarında özellikle ögrencileri tanıma, onlarla etkili iletisim kurma, veli- ögretmen isbirligini etkin bir sekilde gerçeklestirmede mesleki kıdemin ve tecrübenin önemli oldugu söylenebilir. Bununla birlikte genç ögretmenlerin rehberlik faaliyetlerinde karsılastıkları sorunlarda rehberlik uzmanı ve tecrübeli ögretmenlerle isbirligi kurmaları gerektigi söylenebilir. ilkögretimde rehberlik çalısmalarının, yönetici, uzman ögretmen, sınıf ögretmenleri ve çalısan tüm personelle ortak yürütülmesi gereken bir aktiviteler bütünü oldugunu söyleyebiliriz. Ancak çocukların kisilik gelisimlerinin bir bütün halinde gerçeklestirilmesi için sınıf ögretmenlere hepsinden fazla sorumluluk düstügü de bir gerçektir. Bu açıdan sınıf ögretmenlerinin rehberlik çalısmalarında aktif rol alabilmesi, bu alandaki faaliyetlerinin ögretim etkinlikleriyle bütünlestirebilmesi gerektigi söylenebilir.
In this study, it is aimed the investigation of first grade primary teachers? views and practices in relation to their duty of gıidance. In the direction of this aim, to display activity of first grade class teachers who work at primary schools to the purpose of guidance services conveniently and efficiently and also increase of consciousness level about that teachers? duties and responsibilities in this area show the importance of this study. The sample of the study consists of primary (class) teachers at first grade who work in İstanbul. In the study, relational scanning model was used. At the results of the statistical analysis, it is achieved these inventions: Between class teachers? guidance views and their activities with respect to their sexuality and the situation of taking inservice training in this field, it has not appeared a meaninful difference. However, from the point of age, vocational priority and education institution graduated, at guidance view and application, the teachers at high kevel by age and vocational priority; from the point of the eduction institution graduated, the teachers graduated from Education Institute and Education High School show a meaningful difference among the current groups. At guidance activities, especially for knowing the students, for effiecient communication with them, for making effectively parent-teacher cooperation, vocational priority and professional experience are important. Moreover, it can be said that it is necessary that the young teachers should cooperate with guidance expert and experienced teachers when they meet with the problems in the guidance activities. We can say that guidance activities at primary school are activities totality which is required to carry out with director, expert teacher, class teachers and all personnel working. However, for being done the students? personality developments as a whole, that class teachers have more responsibility than others, is a truth. From this point, it can be said that it is necessary that class teachers are able to take an active role at guidance works, integrate their activities in this field with education activities.
In this study, it is aimed the investigation of first grade primary teachers? views and practices in relation to their duty of gıidance. In the direction of this aim, to display activity of first grade class teachers who work at primary schools to the purpose of guidance services conveniently and efficiently and also increase of consciousness level about that teachers? duties and responsibilities in this area show the importance of this study. The sample of the study consists of primary (class) teachers at first grade who work in İstanbul. In the study, relational scanning model was used. At the results of the statistical analysis, it is achieved these inventions: Between class teachers? guidance views and their activities with respect to their sexuality and the situation of taking inservice training in this field, it has not appeared a meaninful difference. However, from the point of age, vocational priority and education institution graduated, at guidance view and application, the teachers at high kevel by age and vocational priority; from the point of the eduction institution graduated, the teachers graduated from Education Institute and Education High School show a meaningful difference among the current groups. At guidance activities, especially for knowing the students, for effiecient communication with them, for making effectively parent-teacher cooperation, vocational priority and professional experience are important. Moreover, it can be said that it is necessary that the young teachers should cooperate with guidance expert and experienced teachers when they meet with the problems in the guidance activities. We can say that guidance activities at primary school are activities totality which is required to carry out with director, expert teacher, class teachers and all personnel working. However, for being done the students? personality developments as a whole, that class teachers have more responsibility than others, is a truth. From this point, it can be said that it is necessary that class teachers are able to take an active role at guidance works, integrate their activities in this field with education activities.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Ögrenci Kisilik Hizmetleri Sınıf Ögretmeni Rehberlik ( Rehberlik ve Psikolojik Danısma)
