Ders İmecesi uygulamalarının matematik öğretmenlerinin mesleki gelişimlerine katkısının öğretmen görüşlerine göre incelenmesi
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Date
2023-09-22
Authors
Aydoğan, Barış
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu çalışmanın temel amacı, Ders İmecesi uygulamalarının matematik öğretmenlerinin mesleki gelişimine olan katkısını öğretmen görüşlerine göre incelemektir. Bu amaç doğrultusunda, nitel araştırma yöntemlerinden biri olan betimsel analiz yöntemi tercih edilmiştir. Araştırmanın katılımcıları, bir devlet okulunda görev yapan biri araştırmacı olmak üzere üç matematik öğretmeninden oluşmaktadır. Ders İmecesi uygulamaları, katılımcı öğretmenlerin derslerine girdiği üç farklı dokuzuncu sınıf matematik dersi üzerinde gerçekleştirilmiştir. Bu uygulamalar, ders araştırması, ders sonrası yansıtma toplantıları, revize dersler ve revize dersler sonrası yansıtma toplantıları gibi beş farklı aşamadan oluşmaktadır. Öğretmenlerin mesleki gelişimini daha iyi gözlemlemek amacıyla, bu uygulamalar kısa bir süre içinde değil, öğretim yılı boyunca yapılmıştır. Bu araştırmada, öğrenci başarısına odaklanmak yerine sadece öğretmenlerin mesleki gelişimine ilişkin bulguların belirlenmesi hedeflenmiştir. Öğretmenlerin mesleki gelişimini değerlendirmek için, alan öğretim bilgisinin iki alt bileşeni kullanılmıştır. İlk bileşen olarak, konunun gerçek hayatta nasıl kullanıldığı ve genel anlamı üzerinde sorgulama yapma becerisi incelenmiştir. İkinci bileşen olarak ise etkinliklerin seçimi ve sıralanmasıyla ilgili olarak öğretmenlerin yetkinlikleri gözlemlenmiştir. Uygulama sürecinde, Ders İmecesi döngüsünün tüm aşamalarının titizlikle uygulanmasına dikkat edilmiştir. Her ders için, uygulama öncesinde bir toplantı yapılmış, ders uygulanmış, uygulama sonrasında bir toplantı gerçekleştirilmiş, gerektiğinde ders revize edilmiş ve revize ders sonrasında bir toplantı daha yapılmıştır. Ders İmecesi uygulamasıyla, öğretmenlerin konunun gerçek hayatta kullanımı ve genel anlamı üzerinde sorgulama yapma becerilerinde, son derslerde ilk derslere göre gelişme kaydettikleri belirlenmiştir. Ayrıca, etkinliklerin seçimi ve sıralanmasında yansıma toplantılarının ve revize derslerinin büyük katkısı olduğu gözlemlenmiştir. Bu sonuçlar, Ders İmecesini uygulayan öğretmenlerin pedagojik alan bilgisi açısından önemli bir mesleki gelişim gösterdiklerini ortaya koymaktadır.
The main purpose of this study is to examine the contribution of lesson study practices to the professional development of mathematics teachers according to teachers' opinions. For this purpose, descriptive analysis method, which is one of the qualitative research methods, was preferred. The participants of the study consisted of three mathematics teachers, one of whom is a researcher, working in a public school. Lesson Study applications were carried out on three different ninth grade mathematics lessons that the participating teachers attended. These practices consist of five different stages, such as course research, post-lesson reflection meetings, revised lessons, and revised post-lesson reflection meetings. In order to better observe the professional development of teachers, these practices were carried out throughout the academic year, not in a short period of time. In this study, instead of focusing on student success, it was aimed to determine only the findings related to the professional development of teachers. Two sub-components of field teaching knowledge were used to assess teachers' professional development. As the first component, the ability to inquire about how the subject is used in daily life and its general meaning was examined. As the second component, teachers' competencies regarding the selection and sequencing of activities were observed. During the implementation process, attention was paid to the meticulous implementation of all stages of the Lesson Study cycle. For each lesson, a meeting was held before the application, the lesson was applied, a meeting was held after the application, the lesson was revised when necessary, and another meeting was held after the revised lesson. With the Lesson Study application, it has been determined that teachers have improved in their ability to question the use and general meaning of the subject in daily life, in the last lessons compared to the first lessons. In addition, it was observed that reflection meetings and revision lessons contributed greatly to the selection and sequencing of the activities. These results reveal that teachers who implement lesson study show significant professional development in terms of pedagogical content knowledge.
The main purpose of this study is to examine the contribution of lesson study practices to the professional development of mathematics teachers according to teachers' opinions. For this purpose, descriptive analysis method, which is one of the qualitative research methods, was preferred. The participants of the study consisted of three mathematics teachers, one of whom is a researcher, working in a public school. Lesson Study applications were carried out on three different ninth grade mathematics lessons that the participating teachers attended. These practices consist of five different stages, such as course research, post-lesson reflection meetings, revised lessons, and revised post-lesson reflection meetings. In order to better observe the professional development of teachers, these practices were carried out throughout the academic year, not in a short period of time. In this study, instead of focusing on student success, it was aimed to determine only the findings related to the professional development of teachers. Two sub-components of field teaching knowledge were used to assess teachers' professional development. As the first component, the ability to inquire about how the subject is used in daily life and its general meaning was examined. As the second component, teachers' competencies regarding the selection and sequencing of activities were observed. During the implementation process, attention was paid to the meticulous implementation of all stages of the Lesson Study cycle. For each lesson, a meeting was held before the application, the lesson was applied, a meeting was held after the application, the lesson was revised when necessary, and another meeting was held after the revised lesson. With the Lesson Study application, it has been determined that teachers have improved in their ability to question the use and general meaning of the subject in daily life, in the last lessons compared to the first lessons. In addition, it was observed that reflection meetings and revision lessons contributed greatly to the selection and sequencing of the activities. These results reveal that teachers who implement lesson study show significant professional development in terms of pedagogical content knowledge.
Description
Keywords
Pedagojik alan bilgisi, Ders İmecesi, Öğretmenlik mesleki gelişimi, Pedagogical content knowledge, Lesson study, Teaching professional development
Citation
Aydoğan, B. (2023). Ders İmecesi uygulamalarının matematik öğretmenlerinin mesleki gelişimlerine katkısının öğretmen görüşlerine göre incelenmesi. Yayınlanmamış doktora tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.