ERASMUS+ Programı Kapsamında Türkiye ve Komşu Ülkelerinde Mesleki Öğrenme İhtiyaçlarının Karşılaştırmalı Analizi
Özet
Bu araştırmada, Erasmus+ KA122-SCH programı kapsamında 2025 yılında Türkiye, Bulgaristan, Romanya ve Yunanistan’da kabul edilen kısa dönemli öğrenci ve personel hareketliliği projeleri incelenmiştir. Çalışmada, projelerde öne çıkan mesleki öğrenme temalarının belirlenmesi ve bu temaların Erasmus+ programının yatay öncelikleriyle (dijital dönüşüm, kapsayıcılık ve çeşitlilik, çevre ve iklim değişikliği, demokratik katılım) ilişkilerinin ortaya konulması amaçlanmıştır. Araştırma, nitel doküman analizi yöntemiyle yürütülmüş ve toplam 712 proje analiz edilmiştir. Bulgulara göre, dört ülkede de dijitalleşmenin ortak ve baskın bir tema olduğu saptanmıştır. Yapay zekâ, STEM/STEAM, dijital beceriler ve e-öğrenme uygulamalarının bu kapsamda en fazla öne çıkan alanlar olduğu görülmüştür. Çevre ve sürdürülebilirlik ikinci sırada yer almış, özellikle Romanya ve Yunanistan’da daha güçlü bir vurgu gözlenmiştir. Kapsayıcılık ve çeşitlilik üçüncü önemli tema olarak belirlenmiş, bu başlık altında özel gereksinimli öğrenciler, dezavantajlı gruplar ve çokkültürlülük odaklı projelerin yoğunlaştığı tespit edilmiştir. Türkiye’de güvenli okul ve zorbalıkla mücadele, Yunanistan’da demokrasi ve sanat yoluyla öğrenme, Bulgaristan’da sağlık ve spor, Romanya’da ise kırsal kapsayıcılık ve çevresel temalar öne çıkan farklılaşan eğilimler olarak belirlenmiştir. Elde edilen bulgular, öğretmenlerin mesleki öğrenme ihtiyaçlarının bölgesel düzeyde büyük ölçüde dijital dönüşüm ve çevresel sürdürülebilirlik ekseninde şekillendiğini, ancak kapsayıcılık ve demokratik vatandaşlık gibi alanlarda ülke bağlamlarına göre farklılaşmalar gösterdiğini ortaya koymuştur. Bu durum, Avrupa’da öğretmen eğitimi politikalarının hem ortak eğilimleri hem de yerel öncelikleri dikkate alacak şekilde geliştirilmesi gerektiğini göstermektedir.
In this study, short-term student and staff mobility projects accepted in 2025 within the scope of the Erasmus+ KA122-SCH program in Turkey, Bulgaria, Romania, and Greece were examined. The study aimed to identify the prominent professional learning themes in these projects and to reveal their relationship with the horizontal priorities of the Erasmus+ program (digital transformation, inclusion and diversity, environment and climate change, democratic participation). The research was conducted through a qualitative document analysis method, and a total of 712 projects were analyzed. According to the findings, digitalization was identified as the common and dominant theme in all four countries. Artificial intelligence, STEM/STEAM, digital skills, and e-learning practices were observed to be the most emphasized areas within this framework. Environment and sustainability ranked second, with a stronger emphasis particularly in Romania and Greece. Inclusion and diversity were determined as the third important theme, under which projects focusing on students with special needs, disadvantaged groups, and multiculturalism were concentrated. Safe school and anti-bullying initiatives in Turkey, democracy and learning through art in Greece, health and sports in Bulgaria, and rural inclusion and environmental themes in Romania were identified as distinct national priorities. The findings revealed that teachers’ professional learning needs were largely shaped around digital transformation and environmental sustainability at the regional level, while variations across countries were observed in areas such as inclusion and democratic citizenship. This indicates that teacher education policies in Europe should be developed in a way that considers both common trends and local priorities.
Referanslar
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Bray, M., & Thomas, R. M. (1995). Levels of comparison in educational studies: Different insights from different literatures and the value of multilevel analyses. Harvard Educational Review, 65(3), 472–491.
Bullough, R. V. (2007). Professional learning communities and the eight-year study. Educational Horizons, 85(3), 168–180.
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.
Davies, P. (2025, August 22). If professional development for teachers is an ecosystem, how can open learning resources help it thrive? British Council. https://www.britishcouncil.org/voices-magazine/if-professional-development-teachers-ecosystem-how-can-open-learning-resources-help-it-thrive#:~:text=The%20UNESCO%202024%20Global%20Report,call%20to%20action%20is%20unmistakable
Doğan, M., Esin, N., Özbek, F., & Temur, N. (2023). Öğretmenlerin mesleki gelişim algıları. International Academic Social Resources Journal, 8(55), 4275–4283. https://doi.org/10.29228/ASRJOURNAL.73293
Dolga, L., Filipescu, H., Popescu-Mitroi, M. M., & Mazilescu, C. A. (2015). Erasmus mobility impact on professional training and personal development of students beneficiaries. Procedia - Social and Behavioral Sciences, 191, 1006–1013. https://doi.org/10.1016/j.sbspro.2015.04.364
European Commission. (2021). Priorities of the Erasmus+ Programme: Inclusion and diversity. Erasmus+. https://erasmus-plus.ec.europa.eu/programme-guide/part-a/priorities-of-the-erasmus-programme#:~:text=Inclusion%20and%20Diversity
European Commission. (2023). Erasmus+ Teacher Academies. Erasmus+. https://erasmus-plus.ec.europa.eu/programme-guide/part-b/key-action-2/erasmus-teacher-academies
European Commission: Directorate-General for Education, Youth, Sport and Culture. (2024). Education and training monitor 2024: Comparative report. Publications Office of the European Union. https://data.europa.eu/doi/10.2766/815875
Fenstermacher, G. D., & Berliner, D. C. (1985). Determining the value of staff development. The Elementary School Journal, 85(3), 281–314. https://doi.org/10.1086/461407
Galvin, C., Madalinska-Michalak, J., & Revyakina, E. (2024). The European Union Erasmus+ Teacher Academies action. In Enhancing the value of teacher education research: Implications for policy and practice (pp. 170–197). Routledge.
Graf, L., Marques, M., & Lambrechts, A. A. (2025). Skills development for the twin transition: Building transnational skills ecosystems through experimentalist governance. Regulation & Governance. Advance online publication. https://doi.org/10.1111/rego.12643
Martins, P. C., Tinoca, L., & Alves, M. G. (2024). On the effects of Erasmus+ KA 1 mobilities for continuing professional development in teachers’ biographies: A qualitative research approach with teachers in Portugal. International Journal of Educational Research Open, 7, 100368. https://doi.org/10.1016/j.ijedro.2024.100368
Meirink, J. A., Imants, J., Meijer, P. C., & Verloop, N. (2010). Teacher learning and collaboration in innovative teams. Cambridge Journal of Education, 40(2), 161–181. https://doi.org/10.1080/0305764X.2010.481256
Morgan, H. (2022). Conducting a qualitative document analysis. The Qualitative Report, 27(1), 64–77. https://doi.org/10.46743/2160-3715/2022.5040
OECD. (2025). Preparing teachers for digital education: Continuing professional learning on digital skills and pedagogies (OECD Education Policy Perspectives, No. 122). OECD Publishing. https://www.oecd.org/content/dam/oecd/en/publications/reports/2025/05/preparing-teachers-for-digital-education_13a76e57/af442d7a-en.pdf
Oesterle, M. (2025). The role of transient transnational communities in the CPD of teacher educators: An analysis of European education policies and practices. Teaching and Teacher Education, 165, 105148. https://doi.org/10.1016/j.tate.2025.105148
Olsen, B., & Curtiss Wyss, M. (2022, October 4). Teachers can change the world: Scaling quality teacher professional development. Brookings. https://www.brookings.edu/commentary/teachers-can-change-the-world-scaling-quality-teacher-professional-development
Pekdoğan, A., Aydın, H., Kahraman, B., Öner, E., Çaçan, K., & Yorulmaz, H. (2023). Avrupa Birliği eğitim politikaları ve Türk eğitim sistemine etkileri. International Journal of Social and Humanities Sciences Research (JSHSR), 10(97), 1504–1513. https://doi.org/10.5281/zenodo.10621594
Sorensen, T. B., & Graf, L. (2024). A European experiment in governing teacher education and training: The case of the Erasmus+ Teacher Academies. Education Inquiry, 1–28. https://doi.org/10.1080/20004508.2024.2363730
Uçar, H. (2022). Öğretmenlerin mesleki öğrenmelerine ilişkin algıları. APJEC - Academic Platform Journal of Education and Change, 5(1), 1–20. https://doi.org/10.55966/apjec.1080030
UNESCO. (2024, February 22). Global report on teachers: What you need to know. UNESCO. https://www.unesco.org/en/articles/global-report-teachers-what-you-need-know
Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. UNESCO: International Institute for Educational Planning. https://unesdoc.unesco.org/ark:/48223/pf0000127296
Referanslar
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Bray, M., & Thomas, R. M. (1995). Levels of comparison in educational studies: Different insights from different literatures and the value of multilevel analyses. Harvard Educational Review, 65(3), 472–491.
Bullough, R. V. (2007). Professional learning communities and the eight-year study. Educational Horizons, 85(3), 168–180.
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.
Davies, P. (2025, August 22). If professional development for teachers is an ecosystem, how can open learning resources help it thrive? British Council. https://www.britishcouncil.org/voices-magazine/if-professional-development-teachers-ecosystem-how-can-open-learning-resources-help-it-thrive#:~:text=The%20UNESCO%202024%20Global%20Report,call%20to%20action%20is%20unmistakable
Doğan, M., Esin, N., Özbek, F., & Temur, N. (2023). Öğretmenlerin mesleki gelişim algıları. International Academic Social Resources Journal, 8(55), 4275–4283. https://doi.org/10.29228/ASRJOURNAL.73293
Dolga, L., Filipescu, H., Popescu-Mitroi, M. M., & Mazilescu, C. A. (2015). Erasmus mobility impact on professional training and personal development of students beneficiaries. Procedia - Social and Behavioral Sciences, 191, 1006–1013. https://doi.org/10.1016/j.sbspro.2015.04.364
European Commission. (2021). Priorities of the Erasmus+ Programme: Inclusion and diversity. Erasmus+. https://erasmus-plus.ec.europa.eu/programme-guide/part-a/priorities-of-the-erasmus-programme#:~:text=Inclusion%20and%20Diversity
European Commission. (2023). Erasmus+ Teacher Academies. Erasmus+. https://erasmus-plus.ec.europa.eu/programme-guide/part-b/key-action-2/erasmus-teacher-academies
European Commission: Directorate-General for Education, Youth, Sport and Culture. (2024). Education and training monitor 2024: Comparative report. Publications Office of the European Union. https://data.europa.eu/doi/10.2766/815875
Fenstermacher, G. D., & Berliner, D. C. (1985). Determining the value of staff development. The Elementary School Journal, 85(3), 281–314. https://doi.org/10.1086/461407
Galvin, C., Madalinska-Michalak, J., & Revyakina, E. (2024). The European Union Erasmus+ Teacher Academies action. In Enhancing the value of teacher education research: Implications for policy and practice (pp. 170–197). Routledge.
Graf, L., Marques, M., & Lambrechts, A. A. (2025). Skills development for the twin transition: Building transnational skills ecosystems through experimentalist governance. Regulation & Governance. Advance online publication. https://doi.org/10.1111/rego.12643
Martins, P. C., Tinoca, L., & Alves, M. G. (2024). On the effects of Erasmus+ KA 1 mobilities for continuing professional development in teachers’ biographies: A qualitative research approach with teachers in Portugal. International Journal of Educational Research Open, 7, 100368. https://doi.org/10.1016/j.ijedro.2024.100368
Meirink, J. A., Imants, J., Meijer, P. C., & Verloop, N. (2010). Teacher learning and collaboration in innovative teams. Cambridge Journal of Education, 40(2), 161–181. https://doi.org/10.1080/0305764X.2010.481256
Morgan, H. (2022). Conducting a qualitative document analysis. The Qualitative Report, 27(1), 64–77. https://doi.org/10.46743/2160-3715/2022.5040
OECD. (2025). Preparing teachers for digital education: Continuing professional learning on digital skills and pedagogies (OECD Education Policy Perspectives, No. 122). OECD Publishing. https://www.oecd.org/content/dam/oecd/en/publications/reports/2025/05/preparing-teachers-for-digital-education_13a76e57/af442d7a-en.pdf
Oesterle, M. (2025). The role of transient transnational communities in the CPD of teacher educators: An analysis of European education policies and practices. Teaching and Teacher Education, 165, 105148. https://doi.org/10.1016/j.tate.2025.105148
Olsen, B., & Curtiss Wyss, M. (2022, October 4). Teachers can change the world: Scaling quality teacher professional development. Brookings. https://www.brookings.edu/commentary/teachers-can-change-the-world-scaling-quality-teacher-professional-development
Pekdoğan, A., Aydın, H., Kahraman, B., Öner, E., Çaçan, K., & Yorulmaz, H. (2023). Avrupa Birliği eğitim politikaları ve Türk eğitim sistemine etkileri. International Journal of Social and Humanities Sciences Research (JSHSR), 10(97), 1504–1513. https://doi.org/10.5281/zenodo.10621594
Sorensen, T. B., & Graf, L. (2024). A European experiment in governing teacher education and training: The case of the Erasmus+ Teacher Academies. Education Inquiry, 1–28. https://doi.org/10.1080/20004508.2024.2363730
Uçar, H. (2022). Öğretmenlerin mesleki öğrenmelerine ilişkin algıları. APJEC - Academic Platform Journal of Education and Change, 5(1), 1–20. https://doi.org/10.55966/apjec.1080030
UNESCO. (2024, February 22). Global report on teachers: What you need to know. UNESCO. https://www.unesco.org/en/articles/global-report-teachers-what-you-need-know
Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. UNESCO: International Institute for Educational Planning. https://unesdoc.unesco.org/ark:/48223/pf0000127296
