School Projects from the Perspectives of the Project School Teachers

İbrahim Çolak

Makale detayları

School Projects from the Perspectives of the Project School Teachers

Yazarlar:

İbrahim Çolak

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.8 Issue 1, pp.376-398

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001309773

pISSN:

2602-2249

Anahtar kelimeler:

Özet:

 This research aims to identify the views and reflections of teachers working in project schools on the meaning and impact of the projects carried out in Turkish schools. The research was designed in the case study model. The data of the research were collected through semi-structured interviews with 10 teachers working in project schools in Muğla. The interviews were evaluated under the themes of the underlying meanings of projects, the reasons for teachers to involve in projects, the effects of projects on teachers and the effects of projects on students. According to the research results, the participants defined projects as works that focus on quantity rather than quality, as works only for display, as incompatible with the education system, as a discredited concept, and as drudgery. The participants stated that the teachers participated in the projects due to the pressure from the school principals and central education system as well as aiming to put forth useful work, execute the task perfunctorily, and gain an advantage. In addition, the participants expressed that the projects carried out in schools have positive effects for teachers such as increasing job satisfaction, providing personal development opportunities and enabling collaboration with colleagues, as well as negative effects such as burnout, waste of time, inefficiency and not contributing to professional development. Finally, the participants asserted that while the projects provided positive effects for students such as socialization, motivation, self-confidence, and teamwork, they had negative effects such as not supporting academic success, disruption of lessons, boredom, and incorrect learning of science.

 This research aims to identify the views and reflections of teachers working in project schools on the meaning and impact of the projects carried out in Turkish schools. The research was designed in the case study model. The data of the research were collected through semi-structured interviews with 10 teachers working in project schools in Muğla. The interviews were evaluated under the themes of the underlying meanings of projects, the reasons for teachers to involve in projects, the effects of projects on teachers and the effects of projects on students. According to the research results, the participants defined projects as works that focus on quantity rather than quality, as works only for display, as incompatible with the education system, as a discredited concept, and as drudgery. The participants stated that the teachers participated in the projects due to the pressure from the school principals and central education system as well as aiming to put forth useful work, execute the task perfunctorily, and gain an advantage. In addition, the participants expressed that the projects carried out in schools have positive effects for teachers such as increasing job satisfaction, providing personal development opportunities and enabling collaboration with colleagues, as well as negative effects such as burnout, waste of time, inefficiency and not contributing to professional development. Finally, the participants asserted that while the projects provided positive effects for students such as socialization, motivation, self-confidence, and teamwork, they had negative effects such as not supporting academic success, disruption of lessons, boredom, and incorrect learning of science.

 This research aims to identify the views and reflections of teachers working in project schools on the meaning and impact of the projects carried out in Turkish schools. The research was designed in the case study model. The data of the research were collected through semi-structured interviews with 10 teachers working in project schools in Muğla. The interviews were evaluated under the themes of the underlying meanings of projects, the reasons for teachers to involve in projects, the effects of projects on teachers and the effects of projects on students. According to the research results, the participants defined projects as works that focus on quantity rather than quality, as works only for display, as incompatible with the education system, as a discredited concept, and as drudgery. The participants stated that the teachers participated in the projects due to the pressure from the school principals and central education system as well as aiming to put forth useful work, execute the task perfunctorily, and gain an advantage. In addition, the participants expressed that the projects carried out in schools have positive effects for teachers such as increasing job satisfaction, providing personal development opportunities and enabling collaboration with colleagues, as well as negative effects such as burnout, waste of time, inefficiency and not contributing to professional development. Finally, the participants asserted that while the projects provided positive effects for students such as socialization, motivation, self-confidence, and teamwork, they had negative effects such as not supporting academic success, disruption of lessons, boredom, and incorrect learning of science.

 Bu araştırmada, Türkiyede okullarda yürütülen projelerin, anlamı ve etkilerinin, proje okulu öğretmenlerinin görüşleri ile belirlenmesi amaçlanmaktadır. Araştırma, durum çalışması modelinde desenlenmiştir. Araştırmanın verileri, Muğla ilindeki proje okullarında görev yapan 10 öğretmen ile gerçekleştirilen yarı yapılandırılmış görüşmeler ile toplanmıştır. Yapılan görüşmeler, proje kavramının anlamı, öğretmenlerin projelere dahil olma nedenleri, projelerin öğretmenler açısından etkileri ve projelerin öğrenciler açısından etkileri temaları altında değerlendirilmiştir. Araştırma sonuçlarına göre katılımcılar, projeleri, nitelik yerine niceliğe odaklanan, göstermelik, eğitim sistemiyle uyuşmayan çalışmalar, itibarını kaybeden bir kavram ve angarya olarak tanımlamaktadırlar. Katılımcılar, öğretmenlerin projelere, okul müdürlerinin zorlaması, merkezi baskılar, faydalı bir çalışma ortaya koymak, verilen görevi yapmış olmak ve avantaj elde etmek gibi nedenlerle katıldıklarını ifade etmişlerdir. Ayrıca katılımcılar, okullarda yürütülen projelerin öğretmenler açısından, iş doyumunu artırma, kişisel gelişim imkânları sunma ve meslektaşlarla iş birliğine olanak sağlama gibi olumlu etkilerine rağmen; tükenmişlik, zaman kaybı, verimsizlik ve mesleki gelişime katkı sağlamama gibi olumsuz etkilerinin olduğunu ifade etmişlerdir. Son olarak, katılımcılar, projelerin, öğrenciler açısından, sosyalleşme, motivasyon, özgüven ve takım çalışması gibi olumlu etkiler sağlarken, akademik başarıyı desteklememe, derslerin aksaması, bıkkınlık ve bilimin yanlış öğrenilmesi gibi olumsuz etkileri olduğunu belirtmişlerdir.

Makale detayları

School Projects from the Perspectives of the Project School Teachers

Yazarlar:

İbrahim Çolak

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.8 Issue 1, pp.376-398

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001309773

pISSN:

2602-2249

Project

project school

teacher

neoliberalizmProje

proje okulu

öğretmen

neoliberalizm

Sayı

Makale detayları

Yazarlar: İbrahim Çolak

Yayıncı: Anadolu University

Ana Başlıklar: Studies on Education

Dergi: Anadolu University Journal of Education Faculty Vol.8 Issue 1, pp.376-398

Belge Tipi: Makale

Yayın Tarihi: 1/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001309773

pISSN: 2602-2249

Sayı

Yazarlar:

İbrahim Çolak

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.8 Issue 1, pp.376-398

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001309773

pISSN:

2602-2249