Classroom Teachers' Views on Out-of-School Learning Environments

Selçuk Şimsek; Gözde Kayacık

Makale detayları

Classroom Teachers' Views on Out-of-School Learning Environments

Yazarlar:

Selçuk Şimsek | Gözde Kayacık

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.747-783

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001309752

pISSN:

2147-1037

Anahtar kelimeler:

Özet:

 The aim of the present study is to reveal the views of classroom teachers about out-of-school learning environments. The study was conducted with classroom teachers working in Pamukkale and Merkezefendi, the central districts of Denizli province, in the 2022-2023 academic year. The classroom teachers to be involved in the study were determined through simple random sampling method. The data obtained from 393 classroom teachers were analysed in the study. The data collection tool used in the study consisted of two parts as Personal Information and Out of School Learning Regulation Scale. The findings reached as a result of the data analysis revealed that the classroom teachers were at a high level looking at the overall means for organizing out-of-school learning environments. When the classroom teachers mean values in the sub-dimensions of Out-of-School Learning Regulation Scale were examined, they were observed to be at high level in the sub-dimensions of information, application, evaluation, and overall scale and at medium level in the planning subdimension. Considering the classroom teachers responses to Out-of-School Learning Regulation Scale and its sub-dimensions, no difference was found according to gender and marital status. However, there was a difference according to the variables of teaching experience, grade level taught by the teachers and receiving training on out-of-school learning environments.

 The aim of the present study is to reveal the views of classroom teachers about out-of-school learning environments. The study was conducted with classroom teachers working in Pamukkale and Merkezefendi, the central districts of Denizli province, in the 2022-2023 academic year. The classroom teachers to be involved in the study were determined through simple random sampling method. The data obtained from 393 classroom teachers were analysed in the study. The data collection tool used in the study consisted of two parts as Personal Information and Out of School Learning Regulation Scale. The findings reached as a result of the data analysis revealed that the classroom teachers were at a high level looking at the overall means for organizing out-of-school learning environments. When the classroom teachers mean values in the sub-dimensions of Out-of-School Learning Regulation Scale were examined, they were observed to be at high level in the sub-dimensions of information, application, evaluation, and overall scale and at medium level in the planning subdimension. Considering the classroom teachers responses to Out-of-School Learning Regulation Scale and its sub-dimensions, no difference was found according to gender and marital status. However, there was a difference according to the variables of teaching experience, grade level taught by the teachers and receiving training on out-of-school learning environments.

 The aim of the present study is to reveal the views of classroom teachers about out-of-school learning environments. The study was conducted with classroom teachers working in Pamukkale and Merkezefendi, the central districts of Denizli province, in the 2022-2023 academic year. The classroom teachers to be involved in the study were determined through simple random sampling method. The data obtained from 393 classroom teachers were analysed in the study. The data collection tool used in the study consisted of two parts as Personal Information and Out of School Learning Regulation Scale. The findings reached as a result of the data analysis revealed that the classroom teachers were at a high level looking at the overall means for organizing out-of-school learning environments. When the classroom teachers mean values in the sub-dimensions of Out-of-School Learning Regulation Scale were examined, they were observed to be at high level in the sub-dimensions of information, application, evaluation, and overall scale and at medium level in the planning subdimension. Considering the classroom teachers responses to Out-of-School Learning Regulation Scale and its sub-dimensions, no difference was found according to gender and marital status. However, there was a difference according to the variables of teaching experience, grade level taught by the teachers and receiving training on out-of-school learning environments.

 Araştırma, sınıf öğretmenlerinin okul dışı öğrenme ortamları hakkındaki görüşlerini ortaya çıkarmak amacıyla yapılmıştır. Araştırma 20222023 eğitim-öğretim yılı Denizli ili merkez ilçeleri Pamukkale ve Merkezefendide görev yapan sınıf öğretmenleriyle gerçekleştirilmiştir. Araştırmaya katılan sınıf öğretmenleri basit rastgele örnekleme yoluyla seçilmiştir. Araştırmada 393 sınıf öğretmeninden elde edilen veriler kullanılmıştır. Araştırmada kullanılan veri toplama aracı; Kişisel Bilgiler ve Okul Dışı Öğrenme Düzenleme Ölçeği olmak üzere iki bölümden oluşmaktadır. Araştırmadan elde edilen verilerin sonuçlarına bakıldığında sınıf öğretmenlerinin okul dışı öğrenme ortamlarını düzenlemeye ilişkin genel olarak ortalamalarına bakıldığında yüksek düzeyde olduğu görülmektedir. Sınıf öğretmenlerinin okul dışı öğrenme ortamlarını düzenlemeye yönelik alt boyutlarına bakıldığında bilgi, uygulama, değerlendirme ve genel toplamda yüksek iken planlamada orta düzeyde görülmektedir. Sınıf öğretmenlerinin okul dışı öğrenme ortamları hakkında görüşlerinin alt boyutlarına göre cinsiyet, medeni durum açısından farklılık görülmemektedir. Ancak kıdem, okuttuğu sınıf seviyesi ile okul dışı öğrenme ortamlarıyla ilgili eğitim alma durumlarına göre farklılık göstermektedir.

Makale detayları

Classroom Teachers' Views on Out-of-School Learning Environments

Yazarlar:

Selçuk Şimsek | Gözde Kayacık

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.747-783

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001309752

pISSN:

2147-1037

Classrom teacher

Out of school learning

Primary schoolsınıf öğretmeni

ilkokul

okul dışı öğrenme

Sayı

Makale detayları

Classroom Teachers' Views on Out-of-School Learning Environments

Yazarlar: Selçuk Şimsek | Gözde Kayacık

Yayıncı: Kirsehir Ahi Evran University

Ana Başlıklar: Sınıf Eğitimi

Dergi: Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.747-783

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001309752

pISSN: 2147-1037

Classrom teacher

Out of school learning

Primary schoolsınıf öğretmeni

ilkokul

okul dışı öğrenme

Sayı

Yazarlar:

Selçuk Şimsek | Gözde Kayacık

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.747-783

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001309752

pISSN:

2147-1037