Assessment of Curriculum and Instruction Department postgraduate education Eğitim Programları ve Öğretimi Anabilim Dalı lisansüstü eğitimin değerlendirilmesi

This study assessed the process of postgraduate studies and subsequent career based developments based on the views of M.A and PhD students graduated from Curriculum and Instruction Postgraduate Programs. The study utilized qualitative research design and the working group was composed of 15 students identified via criterion sampling. Data were collected through semi-structured interview forms and data analysis included content and descriptive analyses. Research results are presented in three main headings: entrance to postgraduate studies, the process and the outcome. According to results, need for professional development and instructors’ encouragement were the most important influences in making decisions for entrance into postgraduate studies. Features of the field, building a career, enhancing competences and contributions to education were the primary goals in program preference. In terms of process, instructors were perceived as academically competent yet capricious and it was identified that instructors reflected these characteristics on students. Students assessed the use of discussions during the training process as positive whereas they perceived the use of overhead projectors negatively. Use of ojective criteria and the appropriateness of the physical environment were regarded to be positive in assessing student achievement. Time constraints, managing more than one task at a time and need to get permission from instructors (advisors) were considered to be complications in the process. Results show that graduates were contended to be doing postgraduate work in their fields and the knowledge they have gained were functional yet most of them were not employed based on their attainments. Ozet Gerceklestirilen calismada, lisansustu egitim yuksekogretimin bir alt sistemi olarak ele alinmis ve egitim programlari ve ogretimi ana bilim dalinda verilen lisansustu egitim bu alandan mezun yuksek lisans ve doktora ogrencileri tarafindan degerlendirilmistir. Nitel arastirma deseni temel alinmis ve orneklem grubunda amacli ornekleme yontemlerinden olcut orneklemeden yararlanilmistir. Veriler yari yapilandirilmis gorusme formu kullanilarak toplanmistir. Verilerin cozumlenmesinde icerik analizi ve icerik analizini desteklemek icin de betimsel analiz yapilmistir. Arastirma sonucunda; veriler lisansustu egitime giris, surec ve sonuc olmak uzere uc ana baslik altinda ele alinmistir. Arastirma sonuclarindan giris bolumu ile ilgili olarak lisansustu egitime karar verme surecinde en fazla mesleki gelisim ihtiyaci ve ogretim uyesi tesvikinin etkili oldugu egitim programlarini ve ogretimini tercih de ise alanin ozelligi, kariyer yapma, yeterliklerini artirma ve egitime katki saglama amaclari tespit edilmistir. Surec bolumune yonelik elde edilen onemli bir sonuc ogretim elemani, yontem-teknik, arac-gerec, degerlendirme ve fiziki ortam degiskenlerinden olusan egitim ortamidir. Ogretim elemanlari akademik yeterlik bakimdan olumlu ancak kaprisli olmalari ve bunu yansitmalari bakimindan olumsuz algilanmistir. Surecte tartisma yontemi agirlikli ogrenme ortami olumlu ancak sadece tepegoz kullanilmasi olumsuz olarak gorulmustur. Ogrenci basarisinin degerlendirilmesinde objektif kriterler ve fiziksel ortamin uygunlugu egitim ortaminda belirtilen olumlu ozelliklerdendir. Surec bolumune iliskin bir diger sonuc ise zaman, bircok isi bir arada yurutme, ogretim uyesi (danisman) ve izin almak gibi zorluklarla karsilasilmis olmasidir. Sonuc bolumune iliskin ise mezunlarin bu alanda yuksek lisans ve doktora yapmaktan memnun olduklari, edinilen bilgileri mesleki uygulamalarda ve kisisel bilgi becerinin artmasinda islevsel oldugu ancak mezunlarin cogunun istihdam edilmedigi tespit edilmistir.