SavedAdd your journal

Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2011 / Cilt: 2011 - Sayı: 40

Motivasyon ve implementasyon arasındaki köprü: Hizmet içi eğitime bir bakış

The bridge between motivation and implementation; An inside look to professional development

Duygu SÖNMEZ
David HAURY
Pages
353–362
Publication Date
2022-10-19
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The purpose of the study was to identify factors influential on attendance and implementation and contribute to behavior prediction models which can be used during the design of professional development programs.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:DNA and DNA related technologies have become a part of daily life in the 21st century.
📊
Key Findings & Data:In today’s world, it is a necessity for science teachers to keep up with current changes in sciences and be able to teach the content in their classrooms.
💡
Conclusion & Impact:The purpose of the study was to identify factors influential on attendance and implementation and contribute to behavior prediction models which can be used during the design of professional development programs.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

DNA and DNA related technologies have become a part of daily life in the 21st century. In today’s world, it is a necessity for science teachers to keep up with current changes in sciences and be able to teach the content in their classrooms. Such needs in consideration, professional development programs aim to help teachers during the transition from learning the content to implementing it in their own classrooms. Implementation is considered an indicator of success of professional development workshops. This study focuses on a DNA Fingerprinting Professional Development Workshop and investigates teachers’ motivation to attend the workshop and their implementation intentions and behavior. The purpose of the study was to identify factors influential on attendance and implementation and contribute to behavior prediction models which can be used during the design of professional development programs.

Özet

DNA ve DNA teknolojilerinin 21. yüzyıl günlük hayatının bir parçası halini aldığı günümüzde, fen ve biyoloji öğretmenlerinin bu konular hakkındaki bilgilerini güncel tutmaları ve bu konuları öğrencilerine öğretebilmeleri büyük önem taşımaktadır. Hizmet içi eğitim programları, öğretmenlere bu süreçte hizmet eden programlardır. Hizmet içi eğitim programlarının başarılı olma göstergelerinden biri, program içeriğinin öğretmenler tarafından sınıf ortamlarına taşınması ve yansımalarının öğrenci başarısında görülmesidir. Bu çalışma, "DNA Parmak İzi" hizmet içi çalıştayma katılan öğretmenlerin çalıştaya katılma nedenlerini ve çalıştay içeriğini uygulamaya koyma (implementasyon) istek ve davranışlarını araştırmaktadır. Çalışmanın amacı öğretmenlerin uygulamaya koyma davranışlarını açıklayan faktörleri belirleyerek başarılı hizmet içi eğitim programlarının oluşturulmasında kullanılabilecek davranış modellerine katkı sağlamaktır.

🔖

Cite This Article

SÖNMEZ, D., HAURY, D. (2022). Motivasyon ve implementasyon arasındaki köprü: Hizmet içi eğitime bir bakış. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 2011 - Sayı: 40, 353–362. https://ajindex.com/articles/532272

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (12)

  1. Adams, J. E. Jr. (2000). Taking charge of curriculum. New York, NY. Teachers College Press.
  2. Ajzen, I. (2002). Constructing a TPB questionnaire: Conceptual and methodological considerations. Retrieved online October, 2004 from http://wwwunix.oit.umass.edu/~aizen/pdf/tpb.measurement.pdf. American Association for Public Opinion Research. (2006). Standard definitions final disposition of case codes and outcomes rates for surveys. Retrieved May 25, 2006, from http://www.aapor.org/pdfs/ standarddefs_4.pdf. Bazler, J. A. (1991). A middle school teacher summer research project. School Science and Mathematics 91(7), 322-24
  3. Breakwell, G. M. (2000).
  4. Interviewing. In G. M. Breakwell, S. Hammond, C. Fife-Schaw (Eds.), Research methods in psychology. (pp 239-250). London: Sage Publications. Champagne, A. B. (1989). Defining scientific literacy. Educational Leadership, 47, 85-86.
  5. Fishbein, M., & Yzer, M.C. (2003). Using theory to design effective health behavior interventions. Communications Theory, 13(2), 164-183.
  6. Garet, M. S., Porter, A. C. & Desimone, L. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal 38(4), 915-45.
  7. Guskey, T. R. (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press,
  8. Inc. Kennedy, M. M. (1998). Form and substance in in-service teacher education (Research Monograph No. 13). Arlington, VA: National Science Foundation. Lampert, M. (1988). What can research on teacher education tell us about improving quality in mathematics education? Teaching and Teacher Education, 4, 157-170.
  9. National Research Council (1996). National Science Education Standards. Retrieved December 27, 2002, from http://www.nap.edu/readingroom/books/nses.
  10. Parsad, B., Lewis, L., Westat, E. F., Greene, B. (2000). Teacher préparation and professional development:2000 (No. NCES 2001-088).
  11. Washington, D.C.: Office of Educational Research and Development, U.S. Department of Education. Siebert, E. D. (2000). Looking ahead. Journal of College Science Teaching. 29(6), 373-376. TIMSS 2003 Teacher Questionnaire at http://nces.ed.gov/timss.
  12. Yerrick, R. K. and T. J. Hoving (2003). One foot on the dock and one foot on the boat: Differences among preservice science teachers' interpretations of filed-based science methods in culturally diverse contexts. Science Education, 87(3), 390-418.