Türkçe derslerinde çoklu zekâ kuramının uygulanmasına ilişkin öğretmen görüşleri
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Date
2006
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Uludağ Üniversitesi
Abstract
Bu çalışmanın amacı, Türkçe öğretmenlerinin çoklu zekâ kuramını uygulamada yaşadıkları güçlükleri belirlemektir. Çalışma nitel bir araştırma olup, veriler Bursa şehir merkezinde görev yapan 8 Türkçe öğretmeninden görüşme ile elde edilmiştir. Araştırmada öğretmenlerin çoklu zekâ kuramının temel felsefesini Türkçe dersine uygun görmekle birlikte, lisans eğitimlerinde çoklu zekâ kuramına ilişkin yeterli bilgi edinmedikleri, Milli Eğitim Müdürlüğünce çoklu zekâ kuramını tanıtmak amacıyla düzenlenen etkinliklerin yetersiz olduğu, müfettişlerin de bu konuda yeterli bilgiye sahip olmadıklarını belirtmişlerdir. Bu kuramın uygulanması ile ilgili olarak öğretmenler örnek etkinlikler, materyal, araç-, gereç, kılavuz kitap ve uygun donanım bulmada güçlük çektiklerinden şikâyet etmektedirler. Bunun yanı sıra sınıfların kalabalık olması, etkinlikler için yeterli zaman bulamadıkları ve konuları yetiştirememe kaygısı yaşadıklarını belirtmişlerdir.
The aim of this study is to investigate the obstacles Turkish teachers face in the application of the multiple intelligence theory in Turkish lessons. As the study is qualitative in nature, the data were collected from 8 Turkish teachers who work at schools in the city centre of Bursa. The findings indicate that while the teachers see the basic philosophy of the multiple intelligence theory appropriate for Turkish lessons, they state that they don’t get enough knowledge about the multiple intelligence theory during their undergraduate educations. Also, they consider the activities prepared for introducing the multiple intelligence theory by the local Department of Education inadequate, and they point out that the inspectors do not have enough knowledge about the subject. As far as the application of the theory is concerned, the teachers complain that they have trouble in finding sample activities, materials, tools, guide-books and suitable equipment. In addition to this, they state that since the classes are overcrowded, they cannot finding enough time for the activities and also, they feel anxious about not being able to complete the syllabus in time.
The aim of this study is to investigate the obstacles Turkish teachers face in the application of the multiple intelligence theory in Turkish lessons. As the study is qualitative in nature, the data were collected from 8 Turkish teachers who work at schools in the city centre of Bursa. The findings indicate that while the teachers see the basic philosophy of the multiple intelligence theory appropriate for Turkish lessons, they state that they don’t get enough knowledge about the multiple intelligence theory during their undergraduate educations. Also, they consider the activities prepared for introducing the multiple intelligence theory by the local Department of Education inadequate, and they point out that the inspectors do not have enough knowledge about the subject. As far as the application of the theory is concerned, the teachers complain that they have trouble in finding sample activities, materials, tools, guide-books and suitable equipment. In addition to this, they state that since the classes are overcrowded, they cannot finding enough time for the activities and also, they feel anxious about not being able to complete the syllabus in time.
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Keywords
Çoklu zekâ kuramı, Multiple intelligence theory, Türkçe dersi, Turkish lesson, Bursa, Türkçe öğretmenleri, Turkish teachers
Citation
Koşar, E. (2006). "Türkçe derslerinde çoklu zekâ kuramının uygulanmasına ilişkin öğretmen görüşleri". Uludağ Üniversitesi Eğitim Fakültesi, 19(2), 345-358.