Öz

Bu çalışmanın temel amacı, ‘Birlikte İngilizce’ projesi kapsamında İngilizce öğretmenlerine yönelik tasarlanan mesleki gelişim programını, özellikle ‘İngilizce Öğretmenleri Mesleki Gelişim Toplulukları (PDCs)’ boyutunda değerlendirmektir. Çalışma, Eisner’in Eğitsel Uzmanlık ve Eleştiri Modeli kullanılarak durum çalışması olarak tasarlanmıştır. Eisner’in Eğitsel Uzmanlık ve Eleştiri Modeli, sanat değerlendirmesine benzer şekilde uzman yargısını ve yoruma dayalı eleştiriyi ön plana çıkaran nitel bir program değerlendirme yaklaşımı sunmaktadır. Genellikle sanat ve eğitim alanlarında uygulanan bu model, eğitim ortamlarını daha derinlemesine anlamayı ve eğitimde iyileştirmeyi amaçlayan birbiriyle ilişkili betimleme, yorumlama, değerlendirme ve tematik analiz (temalaştırma) olmak üzere dört boyuttan oluşur. Veriler; görüşme, gözlem ve doküman analizi yoluyla toplanmış ve MAXQDA 2022 programı kullanılarak analiz edilmiştir. İçerik analizi sonucunda 17 tema belirlenmiştir. Araştırma bulgularına göre, ‘Birlikte İngilizce’ projesi, bazı yönetimsel sorunlara rağmen -proje hakkında bilgi eksikliği, katılımcıların zorunlu olarak görevlendirilmesi, Bakanlık içi bölgesel tutarsızlıklar, projenin yürütücü öğretmenlerine yönelik yetersiz mali destek ve Bakanlık tarafından sunulan teşvik veya ödüllerin bulunmaması gibi- iyi yapılandırılmış ve verimli bir proje olarak değerlendirilmektedir.

Anahtar Kelimeler: Birlikte İngilizce, Program değerlendirme, Öğretmen eğitimi, Mesleki gelişim, Mesleki Öğrenme Toplulukları (PLCs)

Kaynakça

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Nasıl atıf yapılır

Köksal, N., & Keleş, F. (2025). İngilizce öğretmenleri mesleki gelişim toplulukları eğitici eğitimi kursu mesleki gelişim programının değerlendirilmesi. Eğitim Ve Bilim, 51(225), 155-180. https://doi.org/10.15390/ES.2026.2499