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Öz:Bu araştırmanın amacı, öğretmenlerin 'yetişkin eğitimi' kavramına yönelik sahip oldukları algıları metaforlar aracılığıyla belirlemektir. Araştırmada, nitel araştırma modellerinden olgubilim modeli kullanılmıştır. Araştırma grubunu, 2015-2016 eğitim- öğretim yılında Diyarbakır'da görev yapan 297 öğretmen oluşturmaktadır. Araştırma verileri, öğretmenlerin "Yetişkin eğitimi........gibidir, çünkü......." cümlesini tamamlamalarıyla elde edilmiştir. Toplanan verilerin analizinde içerik analizi kullanılmış ve buna dayalı olarak yorumlanmıştır. Elde edilen araştırma bulgularına göre, katılımcılar "yetişkin eğitimi" kavramına ilişkin 155 adet farklı, toplam 297 metafor üretmiştir. Öğretmenlerin yetişkin eğitimine ilişkin en çok 'ağaç' (35) metaforunu kullandıkları görülmüştür. Kimi katılımcılar ağacı çevresi tarafından faydalanılan bir imge olarak (20) kullanırken; kimi katılımcılar ise ağacı, sabır isteyen, yetiştirilmesi ve bakılması güç bir uğraş anlamında (13) kullanmıştır Metaforların ortak özellikleri dikkate alınarak 12 farklı kategori elde edilmiştir. En çok metaforun bulunduğu kategoriler "Zorluk Olarak Yetişkin Eğitimi", "Gelişim ve Değişim Olarak Yetişkin Eğitimi" ve "Yeni Bir Başlangıç Olarak Yetişkin Eğitimi" olarak belirlenmiştir. "Zorluk Olarak Yetişkin Eğitimi" kategorisi, araştırma bulgularında en çok metaforun (63) yer aldığı kategoridir. Abstract:As science and technology today is renewed rapidly, significant changes also occur in the field of education; and lifelong learning concept emerges as an important requirement. Supporting the development of individual, professional and social life, aiming to adapt to changes required by the age and making up its content in this direction, the adult education increases its importance in many areas of life. This research was conducted to determine the metaphor perceptions of teachers, who are one of the most important factors of education, related to the concept of adult education. For this purpose, answers to following questions were sought: What are the metaphors teachers have related to the concept of adult education? Under which conceptual categories can these metaphors be collected in terms of common features? As a qualitative research model, the phenomenology model was used in the study. 297 teachers, serving in the Diyarbakır province in the 2015-2016 academic year, participated in the study. Of the teachers surveyed: 166 are men, 131 are women; and 61 serves in primary schools, 134 in secondary schools, 102 in high schools. The teachers surveyed were asked to complete the sentence of "Adult education is like ... because ..." in order to uncover the metaphors that they have on the concept of "adult education’’. In order to achieve the socio-demographic profile of the participants, they were asked to specify their branches, their gender, length of service and the school level. Content analysis was used to analyze the data. Metaphors developed by the participants in this direction have been analyzed in four stages: (1) coding and debugging phase, (2) sample metaphor image compilation stage, (3) category development, (4) the validity and reliability of the supply stage. Metaphors produced by the participants in this direction made a tentative list arrayed in alphabetical order and it was given a coded number for all participants and obtained a total of 297 valid metaphor. For each selected metaphor, "sample metaphor list" was created from the metaphor images of the participants which was believed to be best represented. Each metaphor produced by the participants were analyzed taking into account the relationship between subject and source. The resulting conceptual similarities and differences determined and a total of 12 categories were created under a certain category of metaphors collected. The 297 metaphors obtained from the research and created conceptual categories have been presented in detail in findings section in order to ensure the validity of research results. Experts were consulted to ensure the reliability of the research. In this regard, two education specialists were given a list in which there were 12 conceptual categories and the metaphors belonging to per category. The categories and the concepts of their content have been examined to reveal whether they create a meaningful whole among themselves and with the other categories or not. After the findings were revised and evaluated by the two education experts, 6 metaphors (water, seeds, events, sportsman, education, player) were placed in a different category and associated. To calculate the reliability of the survey results Miles and Huberman's (1994) reliability formula (Reliability = consensus / consensus + disagreement x 100) was used. In qualitative researches, the compliance between the assessments of experts and researchers are expected to be between 90% and above. In this research, the reliability was calculated as Reliability = 291/291 +6x 100 = 98%. In this study, conducted in order to determine the metaphors that teachers have on the concept of adult education, a total of 297 metaphors have been identified and it has been seen that most of the teachers used the metaphor of “the tree’’ (35). As some participants used ‘tree’ as an image utilized by their environment(20); other participants used ‘tree’ in the sense of a patience requiring struggle of which cultivation and maintenance is hard(13). The metaphors which the teachers created in relation to the concept of adult education were collected in 12 conceptual categories. ‘‘Adult Education As A Challenge" category is the category where most of the metaphors (63) are located in the research findings. Not fully taking into account the characteristics of adult learning and lack of teaching competencies of those working with adults may be the reasons for the teachers’ perceiving adult education as a challenge. "Adult Education As A Tool For Development And Change" category is the second category where most of the metaphors (47) are located in the research findings. Teachers’ perceiving adult education as a necessary and important vision in using information technology, developing professional skills, adapting to social change and in many other areas may be the reason for the high number of metaphors in this category. "Adult Education As A New Beginning" category is the third category where most of the metaphors (34) are located in the research findings. When the metaphors in this category are examined (second spring, rebirth, restoration, seeds, flowers et al.), it can be cogitated that the teachers think that there is no being late in lifelong education and they see adult education as a second chance. Conculusion and Discussion As a result of this research, using images of metaphor teachers indicated that they see adult education as a more challenging education. Characteristics and requirements of adults for the learning are different from a child. In this regard, teachers can be given training for the obstacles that may be encountered in adult education and for the elimination of these obstacles. Through this training, a solution can be provided to a number of difficulties encountered in adult education (boredom, not to understand what is explained, a negative attitude towards learning, fatigue, etc.) |
