MESLEKİ YÜKSEKÖĞRENİMDE MESLEKİ ETİK EĞİTİMİNE YÖNELİK BİR ARAŞTIRMA
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AbstractÜniversiteler, sadece uygulamaya yönelik teknik bilgi ve beceri ile donanmış kişiler yetiştirmeyi amaçlayan yüksek eğitim kurumları değil, aynı zamanda kişilere en üst düzeyde bilimsel bilgi ve beceri ile mesleki değerler sisteminin sunulduğu eğitim kuramlarıdır. Mesleki kimliğin ve yeterliliğin oluşumunda mesleki bilgi birikimi ön koşul olmakla birlikte tek başına yeterli değildir. Meslek mensubunun, bilgisini uygularken ve sunarken benimsediği değerler, tutumlar, mesleki etik ilkeleri de son derece belirleyicidir. Bu nedenle, üniversitelerde verilen eğitimler doğrultusunda toplumsal etik, bilimsel etik eğitimleri dışında mesleki etik eğitimleri de ilgi odağı haline gelmiştir. Çalışmada geleceğin iş dünyasında yer alacak meslek yüksekokulu öğrencilerine “mesleki etik eğitimi durum tespiti” ne yönelik bazı sorular yöneltilmiş ve verdikleri cevaplar incelenmiştir. Amaç, vakıf meslek yüksekokulu öğrencilerinin yaşları, cinsiyetleri, yaşadıkları şehir, etik eğitimi alıp almamaları ve etik eğilimleri arasında ilişki kurmak, öğrencilerin etik algılarını şekillendirecek ve etik bilinci kazandıracak değerlendirmeler yapmak, mesleki yükseköğrenimde mesleki etik eğitimine yönelik görüş ve öneriler sunmaktır. Çalışmada alan araştırma yöntemlerinden anket tekniği kullanılmış, veriler; frekans analizi ve non parametrik testlere göre analiz edilmiştir. Ayrıca öğrencilerin “etik” tanımlamaları nitel analiz yöntemlerinden içerik analizine göre analiz edilmiştir. Yapılan değerlendirmeler sonucunda, etik algısı açısından öğrenciler arasında cinsiyete göre anlamlı bir fark olduğu tespit edilmiştir. Etik eğitimi alma, yaş, staj yapma, bursa alma durumları ve etik algıları arasında ise anlamlı bir fark bulunamamıştır. Öğrencilerin etik tanımlamaları ise “kural etiği ve kişisel etik” kavramları ekseninde ortaya çıkmıştır.
The purpose of Higher Education is not only to equip individuals with technical knowledge and skills for business life but also to provide them scientific knowledge and skills in the highest level of professional values within a universal structure of&nbsp;educational institutions. In the formation of professional identity and qualifications, the craft knowledge is a prerequisite but is not sufficient. The shared values, attitudes, principles ofprofessional ethics, acquired by the member of a profession, are extremely decisive in the phase of applying and presenting knowledge. As it is known, today's rapidly changing and developing economic activities with their new branches have made the Professional Ethics a highly disputed issue. Accordingly, social ethics, scientific ethics and professional ethics training at the universities have gathered increasing attention and have become an extremely important factor for social and professional outlook of the students. In this study, questions, determining professional ethics training and forming students ’ perception and awareness of professional ethics, have been posed to the students in vocational school of a foundation university and the results have been evaluated. The aim of this paper is presenting attitudes and behaviors related to students in a higher vocational school to age, gender, the cities they live in, internship, scholarships, ethical training. In the study, survey technique has been used and the data has been analysed by frequency analysis and non-parametric test. In addition, the ethical descriptions of the students have been analysed by content analysis based on qualitative analyse. As a result, it has been determined that there is a significant difference by gender among students in terms of ethical perception. There is no significant difference by receiving ethics education, age, internship, scholarships the perceptions of ethics among students.
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Teachers Opinions about the Professional Working Relationships in SchoolsÇınkır, Şakir; ÇETİN, Saadet KURU (Pegem Akademi Yayıncılık Eğitim Danışmanlık Hizmetleri Tic. Ltd. Şti., 2014-07-27)Background. School principals play a crucial role in managing positive human relationships in schools. Principals should possess knowledge, skills and attitudes in maintaining sound and harmonious interpersonal relationships amongst the teaching and non-teaching staff. The relationships in schools are not only limited with formal learning, it also includes multi-faceted relationships. Fulton (1987) describes the basic competences principals need to develop as administrative relationships, teacher relationships, student relationships, and community relationships. Human relationship in school is categorized by several studies as “principal-teacher relationship”, “teacher-teacher relationship”, “teacher-student relationship” and “school-environment-student relationship” (Çınkır, 2004; Barth, 2006; Knackendoffel, 2005; Ivey and Richardson, 2007). The quality and continuity of the relationship between the above five groups has a positive impact on the quality of teaching and student achievement (Wang ve Haertel, 2001). One of the leading factors affecting the quality of teaching and learning is the professional working relationships between “principal-teacher and teacher-teacher”. The quality of the relationship between school principals, teachers, support staff and students determines the level of the professional working relationship. In other words, the level of professional working relationships is higher when there is a value system, school culture and collaboration between the workers. Purpose. In this study model of “professional working relationship process” consisting of four factors is developed. This model explains the factors schools should have and their impact on working relationships and school effectiveness. Method. Multi-stage sampling method was used to determine the research sample. 16 elementary and 16 secondary schools in eight districts within the boundaries of Ankara Metropolitan area were selected. Questionnaires were administered by researchers to 165 elementary school teachers and 130 secondary school teachers. “Working Relationships Scale” developed by the researchers is used fo data collection. The scale has three sub-dimensions including nine items for “teacher-principal” dimension with the Cronbach alpha reliability &amp;alpha; =.83; eight items for “teacher-teacher” dimension with Cronbach alpha reliability &amp;alpha; = .70; and 24 items for “teacher- school staff” dimension with the Cronbach alpha reliability &amp;alpha; =.88. The total scale reliability coefficient of Cronbach is &amp;alpha;=91. The data were analyzed by using SPSS 15.0. Man Whitney-U test was used examine differences between the opinions of elementary and secondary school teachers working relationships. One-way ANOVA was performed to find out the significant differences, whether the working relationship differs in terms of gender and experience. Results and discussion. The results of the study show that there is a positive working relationships in schools from teachers&apos; point of view. A significant difference (U = 10602,50, p&amp;lt;.05), between the opinions of elementary and secondary teachers was found for the “teacher-teacher “ dimension of the scale. This finding indicates that, working relationships in secondary school is more positive compared to elementary schools. A Significant difference (t (287) = 2.00, p &amp;lt; .05) was found between female and male teachers&apos; opinions about working relationships. Female teachers (? = 29) were more positive about the working relationships in schools compared to male teachers (? = 27). There was also a significant differences between the “teacher- all the staff at school” (F(3,275)= 6.183, p&amp;lt;.0125) and “teacher-teacher” (F(3,275)= 7.469, p&amp;lt;.125). Benferroni test was used to test for significant differences between “work experience” groups. Test results has show that for the “teacher-teacher” dimension those who have 31-40 years of experiences (? = 40) are more positive to the working relationships than those 21-30 years (? =28), and 2 years experience (? = 29), and 1 year experience (? = 27). Again for the dimension “teacher- all the staff at school” dimension, those who has 31-40 years of experiences (? = 102) were more positive to the working relationships than those 21-30 years (? = 82), and 11-20 years experience (? = 84), and 1-10 years experience (? = 82). When looked at the working relationships scale as a whole, those with experience of 31-40 years (? =166) were more positive to the working relationships than those 21-30 years (? = 138), and 11-20 years experience (? = 140), and 1-10 years experience (? = 134). In conclusion, working relationships between school principals, teaching and non-teaching staffs need to be improved through improved training and better working conditions, creation of better working environment, use of alternative methods of conflict resolution and balanced school management policies. This will improve the retention of staff, job satisfaction, motivation and quality of teaching and learning in schools. In order to achieve all this, a supportive teaching and learning atmosphere should be created in the school.
Teacher burnout and participation in professional learning activities: Perspectives from university English language instructors in TurkeyKulavuz-Onal, Derya; Tatar, Sibel (Hacettepe ÜniversitesiHacettepe University, 2017-06-01)Over the past decades, teacher burnout has attracted teacher education scholars worldwide as regards to its causes, effects, and amelioration. Although the burnout phenomenon is not new, the research on teacher burnout in Turkey is still relatively recent. Providing a perspective from Turkey, in this study, we investigated burnout and participation in professional learning activities among Turkish EFL (English as a foreign language) instructors at university English preparatory programs, a rarely researched group in this area. Quantitative data were collected from 224 Turkish EFL instructors through a questionnaire consisting three sections, including the Maslach Burnout Inventory for Educators. Our analysis revealed that state university instructors (SUEPPI) and private university instructors (PUEPPI) significantly differ in terms of the levels of sense of personal accomplishment and participation in professional learning activities. Our findings suggest that, SUEPPI did not feel as accomplished and did not participate in professional learning activities as frequently as PUEPPI, and instructors’ sense of personal accomplishment is positively correlated with their increased participation in professional learning activities.
MUHASEBE MESLEK MENSUPLARININ ÇALIŞMA ORTAMLARININ MESLEKİ YETKİNLİKLERİNİN GELİŞTİRİLMESİ ÜZERİNDEKİ ETKİSİ: MARMARA BÖLGESİ’NDE BİR ARAŞTIRMAİSKENDER, Hüseyin; BAYRAM, Metin (Ankara Serbest Muhasebeci Mali Müşavirler Odası, 2019-03-01)Muhasebe mesleği, bu mesleğin gerektirdiği ilke ve standartlara uygunolarak icra etmek isteyenlerin, akademik anlamda birçok uzmanlık alanında bilgive beceri kazanmaları ve meslek mensubu olarak mesleğe başladıktan sonra daortaya çıkan değişme ve gelişmelere paralel, mesleki bilgi ve becerileriniyenileyip; sürekli olarak mesleki yetkinliklerini geliştirmelerini gereklikılan bir meslektir. Muhasebe mesleğindeki bu hızlı ve sürekli değişim,küresel ölçekte düşünebilen ve onun gereklerini yerine getirebilme yetkinliğinesahip bir meslek mensubu olmayı zorunlu kılmaktadır. Türkiye’deki muhasebemeslek mensupları, Serbest Muhasebeci Mali Müşavirler Odaları’ndan herhangibirine kayıtlı olarak, serbest ya da bağımlı bir şekilde Serbest Muhasebeci(SM) ve Serbest Muhasebeci Mali Müşavir (SMMM) olarak faaliyetlerinisürdürmektedirler. Mesleki faaliyetlerini “serbest” olarak icra eden meslekmensuplarının, mesleğin birçok alt uzmanlık alanları ile ilgili ve çok sayıda(tuttukları defter sayısınca) uygulama yaptıkları göz önüne alındığında,muhasebe mesleğinin sınırlı tek bir uzmanlık alanında çalışan “bağımlı” meslekmensuplarına göre bilgi ve becerilerini daha fazla geliştirmelerikaçınılmazdır.Çalışmanın amacı, muhasebe meslek mensuplarındanmesleğini kendine ait muhasebe bürosunda “serbest” olarak icra edenler ile biriş yerinde işyerine “bağımlı” olarakicra edenlerin çalışma ortamlarının mesleki yetkinliklerinin geliştirilmesiüzerinde etkisini araştırmaktır. Bu amaca yönelik meslek mensuplarının üzerindebir ampirik araştırma gerçekleştirilerek, çalışma ortamlarının meslekmensuplarının mesleki yetkinliklerinin geliştirilmesine etki eden meslekibilgi, mesleki beceri ve mesleki etik faktörleri üzerinde etkileri hakkındabilgi sahibi olunmuştur.