Teachers' Opinions on the Contribution of European Union Projects to the Innovative Climate in Schools

Gülnur Çat; Faruk Levent

Makale detayları

Teachers' Opinions on the Contribution of European Union Projects to the Innovative Climate in Schools

Yazarlar:

Gülnur Çat | Faruk Levent

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1878-1899

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325698

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 In this study, it is aimed to examine the opinions of teachers about the contribution of European Union projects to the innovative climate in schools. The research was designed with a case study, one of the qualitative research designs. The study group, which was determined by the criterion sampling pattern, which is one of the purposive sampling methods, consisted of 20 teachers who carried out the European Union project in Istanbul and worked at the school from the beginning to the end of the project. The data of the study were obtained by using a semi-structured interview form through face-to-face and online interviews. The data collected in the research were analyzed by content analysis. According to the findings of the study, all the participants stated that the renovation needs of the schools could be met with European Union projects. Explaining the process of getting acquainted with European Union projects as the urge to create new knowledge, new practice and a snowball effect, the teachers emphasized that European Union projects encourage innovation. Participant teachers pointed out that in order for European Union projects to be beneficial for the innovation climate of schools, transnational mobility should not be misused, collaborativesharing team spirit, supportive administrative attitude, overcoming bureaucratic obstacles, increase in funds and having risk management skills.

 In this study, it is aimed to examine the opinions of teachers about the contribution of European Union projects to the innovative climate in schools. The research was designed with a case study, one of the qualitative research designs. The study group, which was determined by the criterion sampling pattern, which is one of the purposive sampling methods, consisted of 20 teachers who carried out the European Union project in Istanbul and worked at the school from the beginning to the end of the project. The data of the study were obtained by using a semi-structured interview form through face-to-face and online interviews. The data collected in the research were analyzed by content analysis. According to the findings of the study, all the participants stated that the renovation needs of the schools could be met with European Union projects. Explaining the process of getting acquainted with European Union projects as the urge to create new knowledge, new practice and a snowball effect, the teachers emphasized that European Union projects encourage innovation. Participant teachers pointed out that in order for European Union projects to be beneficial for the innovation climate of schools, transnational mobility should not be misused, collaborativesharing team spirit, supportive administrative attitude, overcoming bureaucratic obstacles, increase in funds and having risk management skills.

 In this study, it is aimed to examine the opinions of teachers about the contribution of European Union projects to the innovative climate in schools. The research was designed with a case study, one of the qualitative research designs. The study group, which was determined by the criterion sampling pattern, which is one of the purposive sampling methods, consisted of 20 teachers who carried out the European Union project in Istanbul and worked at the school from the beginning to the end of the project. The data of the study were obtained by using a semi-structured interview form through face-to-face and online interviews. The data collected in the research were analyzed by content analysis. According to the findings of the study, all the participants stated that the renovation needs of the schools could be met with European Union projects. Explaining the process of getting acquainted with European Union projects as the urge to create new knowledge, new practice and a snowball effect, the teachers emphasized that European Union projects encourage innovation. Participant teachers pointed out that in order for European Union projects to be beneficial for the innovation climate of schools, transnational mobility should not be misused, collaborativesharing team spirit, supportive administrative attitude, overcoming bureaucratic obstacles, increase in funds and having risk management skills.

 Bu araştırmada, Avrupa Birliği projelerinin okulların yenileşme iklimine katkısına ilişkin öğretmen görüşlerinin incelenmesi amaçlanmıştır. Araştırma, nitel araştırma desenlerinden durum çalışmasıyla desenlenmiştir. Amaçlı örnekleme yöntemlerinden ölçüt örnekleme deseni ile belirlenen çalışma grubu, İstanbul ilinde Avrupa Birliği projesi yürüten ve projenin başından sonuna kadar okulda görev yapan 20 öğretmenden oluşmuştur. Çalışmanın verileri, yüz yüze ve online görüşme yoluyla yarı yapılandırılmış görüşme formu kullanılarak elde edilmiştir. Araştırmada toplanan veriler, içerik analizi ile çözümlenmiştir. Çalışmanın bulgularına göre tüm katılımcılar, okulların yenileşme ihtiyacının Avrupa Birliği projeleriyle karşılanabilir olduğunu ileri sürmüşlerdir. Avrupa Birliği projeleriyle tanışma süreçlerini yeni bilgi üretme, yeni uygulama yapma isteği ve kartopu etkisi olarak açıklayan öğretmenler, Avrupa Birliği projelerinin yenilikçiliği teşvik ettiğini vurgulamışlardır. Katılımcı öğretmenler; Avrupa Birliği projelerinin okulların yenileşme iklimine faydalı olması için ulus ötesi hareketliliğin amaç dışı kullanılmaması, iş birlikçipaylaşımcı takım ruhuna sahip olunması, destekleyici yönetici tutumu, bürokratik engellerin aşılması, fonlarda artış olması ve risk yönetimi becerisine sahip olunması gerektiğine dikkat çekmişlerdir.

Makale detayları

Teachers' Opinions on the Contribution of European Union Projects to the Innovative Climate in Schools

Yazarlar:

Gülnur Çat | Faruk Levent

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1878-1899

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325698

pISSN:

1303-0493

European Union

European Union projects

Innovative climate in schools

Teacher.Avrupa Birliği projeleri

Avrupa Birliği

Okul yenileşme iklimi

Öğretmen.

Sayı

Makale detayları

Yazarlar: Gülnur Çat | Faruk Levent

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Eğitim Yönetimi

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1878-1899

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001325698

pISSN: 1303-0493

Sayı

Yazarlar:

Gülnur Çat | Faruk Levent

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1878-1899

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325698

pISSN:

1303-0493