Aday Öğretmen Yetiştirme Sürecinin Aday ve Danışman Sınıf Öğretmenlerinin Görüşleri Kapsamında Değerlendirilmesi: Bir Karma Yöntem Çalışması
Küçük Resim Yok
Tarih
2017
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, mevcut aday öğretmen yetiştirme sürecini aday ve danışman sınıf öğretmenlerinin görüşleri kapsamında, nitel ve nicel verileri birlikte kullanarak değerlendirmektir. Çalışma karma araştırma yaklaşımlarına ait temel desenlerden keşfedici ardışık desene uygun olarak yürütülmüştür. Çalışma grupları kolay ulaşılabilir örnekleme yöntemi ve ölçüt örnekleme yöntemi ile belirlenmiştir. Araştırmanın nitel verileri 20 aday, 10 danışman ve iki Millî Eğitim şube müdürü; nicel verileri ise 100'ü aday ve 100'ü danışman olmak üzere toplam 200 sınıf öğretmeninden toplanmıştır. Nitel veriler araştırmacılar tarafından geliştirilen iki farklı yarı-yapılandırılmış görüşme formu ile toplanmıştır. Nitel verilerin analizinde betimsel ve içerik analizi birlikte kullanılmıştır. Çalışmanın nicel verileri ise nitel verilerin analizi sonucunda geliştirilen anketler ile toplanmıştır. Nicel verilerin analizinde betimsel istatistikten yararlanılmıştır. Aday öğretmenlik eğitim sürecinin atama yapılan okulda ya da atama yapılan okula benzer özelliklere sahip bir okulda yapılması ve sürecin kesinlikle birleştirilmiş sınıfları gözlemlemeyi de içermesi gerektiği sonucuna ulaşılmıştır. Sürecin özgüven sağlama, sınıf yönetimi, planlama, materyal tasarlama, müfredat, iletişim ve etkileşim boyutlarında adaylara gelişme imkânı sunduğu tespit edilmiştir. Adayların dışlanması, öğretmen muamelesi görmemesi, toplantılara alınmaması, boş derslere görevlendirilmesi ve tek bir sınıfta gözlem yapma mecburiyetinde bırakılması durumları aday öğretmen yetiştirme sürecinin olumsuz yönleri olarak görülmüştür. Ayrıca aday öğretmen yetiştirme sürecinin devam ettirilmesi, süreçte doldurulması gereken evrakların azaltılması ve eğitimlerin daha çok uygulama içermesi gerektiği yargısına varılmıştır
The aim of this study is to evaluate the current candidate teacher training process using both qualitative and quantitative data in the context of the opinions of candidate and mentor primary school teachers. The study was conducted in accordance with the exploratory sequential design from the basic design of mixed research approaches. The participants of the study were selected by convenience sampling method and criterion sampling method. Qualitative data of the study were collected from 20 teacher candidates, 10 mentor teachers and two branch managers of provincial directorate of national education; while quantitative data were collected from 200 primary school teachers, 100 of which were teacher candidates and 100 of which were mentor teachers. Qualitative data were collected by two different semi-structured interview protocols developed by researchers. Descriptive and content analysis were used together in the analysis of qualitative data. The quantitative data of the study were collected with the surveys developed as a result of analysis of qualitative data. Descriptive statistics were used in the analysis of quantitative data. The results showed that teacher candidate education should be done in a school appointed or at a school with characteristics similar to the assigned school. And the process should certainly include observation of multi-grade classes. It was found out that teacher candidates are provided with the opportunity to develop in terms of providing self-confidence, classroom management, planning, material design, curriculum, communication and interaction dimensions. The results of this study revealed some negative practices of teacher candidate training process: teacher candidates are isolated in their academic circle, are not accepted as teachers, are not allowed to participate in academic meetings, are enforced to attend idle classes unwillingly and to observe single classroom. In addition, it was concluded that the teacher candidate training period should be continued; the number of documents to be filled in the process should be reduced and the training should include more applications
The aim of this study is to evaluate the current candidate teacher training process using both qualitative and quantitative data in the context of the opinions of candidate and mentor primary school teachers. The study was conducted in accordance with the exploratory sequential design from the basic design of mixed research approaches. The participants of the study were selected by convenience sampling method and criterion sampling method. Qualitative data of the study were collected from 20 teacher candidates, 10 mentor teachers and two branch managers of provincial directorate of national education; while quantitative data were collected from 200 primary school teachers, 100 of which were teacher candidates and 100 of which were mentor teachers. Qualitative data were collected by two different semi-structured interview protocols developed by researchers. Descriptive and content analysis were used together in the analysis of qualitative data. The quantitative data of the study were collected with the surveys developed as a result of analysis of qualitative data. Descriptive statistics were used in the analysis of quantitative data. The results showed that teacher candidate education should be done in a school appointed or at a school with characteristics similar to the assigned school. And the process should certainly include observation of multi-grade classes. It was found out that teacher candidates are provided with the opportunity to develop in terms of providing self-confidence, classroom management, planning, material design, curriculum, communication and interaction dimensions. The results of this study revealed some negative practices of teacher candidate training process: teacher candidates are isolated in their academic circle, are not accepted as teachers, are not allowed to participate in academic meetings, are enforced to attend idle classes unwillingly and to observe single classroom. In addition, it was concluded that the teacher candidate training period should be continued; the number of documents to be filled in the process should be reduced and the training should include more applications
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
Gazi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
37
Sayı
3
