Araştırma Makalesi
YÜKSEKÖĞRETİMDE UYGULANAN EĞİTİM BECERİLERİNİ GELİŞTİRME KURSUNUN BAĞLAM GİRDİ SÜREÇ VE ÇIKTI YÖNTEMİ İLE DEĞERLENDİRİLMESİ
Öz
Yüksek öğretimde eğiticilerin eğitimine ilişkin çalışmalar son yirmi yılda daha çok önem verilen konu başlıklarından bir tanesi olmuştur. Eğitici eğitimlerin etkisine yönelik kanıtlar hala yeterli olmamakla birlikte eğiticilerin mesleki gelişimine katkı sunduğuna dair kanıtlar artmaktadır. Bu çalışma Akdeniz Üniversitesinde uygulanan tüm öğretim üyelerine açık eğitici eğitimi programının bağlam- girdi- süreç ve ürün değerlendirme modeli ile değerlendirilmesini içermektedir. Yapılan değerlendirmeler ile programda değişikliğe gidilerek kredili yarım dönem süren, esnek ve öğretim üyesinin zamanı etkin kullanacağı bir program tasarlanmıştır. Hazırlanan program üç modülden oluşmaktadır. Programın sonunda alınana geribildirimlerde eğitmenler programa ilişkin genel değerlendirmelerinin iyi olduğunu bildirmiştir. Ön test ve son test sonuçlarında istatistiksel olarak anlamlı bir farklılık bulunmuştur. Öğretim üyesinin ihtiyaçlarına yönelik olarak programın geliştirilmesi devam etmektedir.
Anahtar Kelimeler
Etik Beyan
-
Destekleyen Kurum
-
Proje Numarası
--
Teşekkür
-
Kaynakça
- Afshar, A., Nasirzadeh, M., Salimabadi, Y., Iranmanesh, F., Hosseinzadeh, L. (2020). A Survey on Needs of Rafsanjan University of Medical Sciences Faculty Members in 2018: A Descriptive Study. J Rafsanjan Univ Med Sci, 19 (3), 279–94. 13.
- Alkathiri, M. S., ve Olson, M. R. (2018). Perceived challenges facing doctoral students and perceptions of the professoriate. Educate the Journal of Doctoral Research in Education, 18 (1), 2–12
- Beach, D., Bagley, C., Eriksson, A., ve Player-Koro, C. (2014). Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes. Teaching and Teacher Education, 44, 160-167.
- Burke, E, Misstear, K, Hennessy, M. (2022). An exploration of the professional identity of clinical academics using repertory grid technique. PLoS One, 17;17(11), e0277361.-
- Elmahdi, I., Muammar, O., ve Al-Hattami, A. (2015). The effect of a core competencies training program on faculty members’ teaching performance. International Journal of Pedagogical Innovations, 3(2), 79–86.
- Dee, F.L. (2013) "The Current Status of Faculty Development Internationally. International Journal for the Scholarship of Teaching and Learning, 7 (2), 4.
- Huber, S.H (2011) The impact of professional development: a theoretical model for empirical research, evaluation, planning and conducting training and development programmes, Professional Development in Education, 37:5, 837-853
- Light, G., Calkins, S. C., Luna, M., & Drane, D. L. (2008). Assessing the Impact of a Year‐Long Faculty Development Program on Faculty Approaches to Teaching . International Journal of Teaching and Learning in Higher Education, 20(2), 168-181.
- Ödalen, J.; Brommesson, D.; Erlingsson, G.; Schaffer, J.K.; Fogelgren, M. Teaching University Teachers to Become Better Teachers: The Effects of Pedagogical Training Courses at Six Swedish Universities. High. Educ. Res. Dev, 2019, 38, 339–353
- Muammar, O.M. Alkathiri, M.S. What Really Matters to Faculty Members Attending Professional Development Programs in Higher Education. Int. J. Acad. Dev, 2021, 27, 221–233
- Otaki, F,, Khamis, A,H,, AlGurg, R., Nasaif, M., Davis, D., Zary, N. (2020). Exploring the value of the learners‟ perception of teaching effectiveness in informing faculty development needs: A mixed-methods study. MedEdPublish, 9 (1): 1–11.
- Robinson, T. E., ve Hope, W. C. (2013). Teaching in higher education: Is there a need for training in pedagogy in graduate degree programs? Research in Higher Education Journal, 21, 1–11.
- Fabriz, S.; Hansen, M. Heckmann, C. Mordel, J. Mendzheritskaya, J. Stehle, S.; Schulze-Vorberg, L.; Ulrich, I.; Horz, H.(2020). How a Professional Development Programme for University Teachers Impacts Their Teaching-Related Self-Efficacy, Self-Concept, and Subjective Knowledge. High. Educ. Res. Dev, 40, 738–752.
- Stufflebeam, D. L. (2003). The CIPP model for evaluation. In D. L. Stufflebeam & T. Kellaghan (Eds.), The international handbook of educational evaluation (Chapter 2). Boston, MA: Kluwer Academic Publishers.
- Samarasekera, D.D., Lee, S.S., Findyartini, A., Mustika, R., Nishigori, H., Kimura, S., et al.(2020). Faculty development in medical education: An environmental scan in countries within the Asia pacific region. Korean J Med Educ, 32 (2), 119–30. 15.
- Steinert, Y., Mann, K., Anderson, B., Barnett, B.M., Centeno, A., Naismith, L., Prideaux, D., Spencer, J., Tullo, E., Viggiano, T. et al.(2016) A Systematic Review of Faculty Development Initiatives Designed to Enhance Teaching Effectiveness: A 10-Year Update: BEME Guide No. 40. Med. Teach, 38, 769–786.
- Taylor, D.C. ve Hamdy, H.(2013). Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher, 35(11), 1561-1572.
- Wilkerson, L., Irby, D.M. (1998). Strategies for Improving Teaching Practices: A Comprehensive Approach to Faculty Development. Academic Medicine, 73( 4), 387-96.
- Wilkesmann, U., ve Lauer, S. (2015). What affects the teaching style of German professors? Evidence from two nationwide surveys. Zeitschrift für Erziehungswissenschaft, 18(4), 713-736.
EVALUATION OF THE FACULTY DEVELOPMENT PROGRAM APPLIED IN HIGHER EDUCATION WITH CONTEXT INPUT PROCESS AND OUTPUT METHOD
Öz
Research on the training of trainers’ higher education have been one of the topics that have become more important in the last twenty years. Although the evidence for the impact of trainers is still insufficient, there is increasing evidence that trainers contribute to their professional development. This study includes the evaluation of the trainer training program open to all faculty members at Akdeniz University with the context-input-process and product (CIPP) evaluation model. With the evaluations made, the program was changed and a long-programs, flexible program in which the faculty member would use the time effectively was designed. The prepared program consists of three modules. In the feedback received at the end of the program, Faculty members reported that their overall evaluation of the program was very good. A statistically significant difference was found in the pre-test and post-test results. the program continues to be developed in line with the needs of the faculty member.
Anahtar Kelimeler
Proje Numarası
--
Kaynakça
- Afshar, A., Nasirzadeh, M., Salimabadi, Y., Iranmanesh, F., Hosseinzadeh, L. (2020). A Survey on Needs of Rafsanjan University of Medical Sciences Faculty Members in 2018: A Descriptive Study. J Rafsanjan Univ Med Sci, 19 (3), 279–94. 13.
- Alkathiri, M. S., ve Olson, M. R. (2018). Perceived challenges facing doctoral students and perceptions of the professoriate. Educate the Journal of Doctoral Research in Education, 18 (1), 2–12
- Beach, D., Bagley, C., Eriksson, A., ve Player-Koro, C. (2014). Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes. Teaching and Teacher Education, 44, 160-167.
- Burke, E, Misstear, K, Hennessy, M. (2022). An exploration of the professional identity of clinical academics using repertory grid technique. PLoS One, 17;17(11), e0277361.-
- Elmahdi, I., Muammar, O., ve Al-Hattami, A. (2015). The effect of a core competencies training program on faculty members’ teaching performance. International Journal of Pedagogical Innovations, 3(2), 79–86.
- Dee, F.L. (2013) "The Current Status of Faculty Development Internationally. International Journal for the Scholarship of Teaching and Learning, 7 (2), 4.
- Huber, S.H (2011) The impact of professional development: a theoretical model for empirical research, evaluation, planning and conducting training and development programmes, Professional Development in Education, 37:5, 837-853
- Light, G., Calkins, S. C., Luna, M., & Drane, D. L. (2008). Assessing the Impact of a Year‐Long Faculty Development Program on Faculty Approaches to Teaching . International Journal of Teaching and Learning in Higher Education, 20(2), 168-181.
- Ödalen, J.; Brommesson, D.; Erlingsson, G.; Schaffer, J.K.; Fogelgren, M. Teaching University Teachers to Become Better Teachers: The Effects of Pedagogical Training Courses at Six Swedish Universities. High. Educ. Res. Dev, 2019, 38, 339–353
- Muammar, O.M. Alkathiri, M.S. What Really Matters to Faculty Members Attending Professional Development Programs in Higher Education. Int. J. Acad. Dev, 2021, 27, 221–233
- Otaki, F,, Khamis, A,H,, AlGurg, R., Nasaif, M., Davis, D., Zary, N. (2020). Exploring the value of the learners‟ perception of teaching effectiveness in informing faculty development needs: A mixed-methods study. MedEdPublish, 9 (1): 1–11.
- Robinson, T. E., ve Hope, W. C. (2013). Teaching in higher education: Is there a need for training in pedagogy in graduate degree programs? Research in Higher Education Journal, 21, 1–11.
- Fabriz, S.; Hansen, M. Heckmann, C. Mordel, J. Mendzheritskaya, J. Stehle, S.; Schulze-Vorberg, L.; Ulrich, I.; Horz, H.(2020). How a Professional Development Programme for University Teachers Impacts Their Teaching-Related Self-Efficacy, Self-Concept, and Subjective Knowledge. High. Educ. Res. Dev, 40, 738–752.
- Stufflebeam, D. L. (2003). The CIPP model for evaluation. In D. L. Stufflebeam & T. Kellaghan (Eds.), The international handbook of educational evaluation (Chapter 2). Boston, MA: Kluwer Academic Publishers.
- Samarasekera, D.D., Lee, S.S., Findyartini, A., Mustika, R., Nishigori, H., Kimura, S., et al.(2020). Faculty development in medical education: An environmental scan in countries within the Asia pacific region. Korean J Med Educ, 32 (2), 119–30. 15.
- Steinert, Y., Mann, K., Anderson, B., Barnett, B.M., Centeno, A., Naismith, L., Prideaux, D., Spencer, J., Tullo, E., Viggiano, T. et al.(2016) A Systematic Review of Faculty Development Initiatives Designed to Enhance Teaching Effectiveness: A 10-Year Update: BEME Guide No. 40. Med. Teach, 38, 769–786.
- Taylor, D.C. ve Hamdy, H.(2013). Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher, 35(11), 1561-1572.
- Wilkerson, L., Irby, D.M. (1998). Strategies for Improving Teaching Practices: A Comprehensive Approach to Faculty Development. Academic Medicine, 73( 4), 387-96.
- Wilkesmann, U., ve Lauer, S. (2015). What affects the teaching style of German professors? Evidence from two nationwide surveys. Zeitschrift für Erziehungswissenschaft, 18(4), 713-736.
Toplam 19 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Bilgi Sistemleri Organizasyonu ve Yönetimi |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Proje Numarası | -- |
| Erken Görünüm Tarihi | 24 Ekim 2023 |
| Yayımlanma Tarihi | |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 15 Sayı: 2 |
