İlköğretim matematik öğretmenliği lisans programlarında alan eğitimi derslerinin özel alan yeterliklerini kazandırması yönünden değerlendirilmesi
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Date
2020-07-10
Authors
Sezer, Elif
Journal Title
Journal ISSN
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Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu araştırmanın amacı Türkiye'de bir devlet üniversitesinin İlköğretim Matematik Öğretmenliği lisans programındaki matematik öğretimi dersleri ile Milli Eğitim Bakanlığı tarafından 2008 yılında belirlenen özel alan yeterlikleri arasındaki uyumun ve özel alan yeterliklerini ne ölçüde geliştirildiğinin incelenmesidir. Bu amaç doğrultusunda Bilgisayar Destekli Matematik Öğretimi (BDMÖ) ve Özel Öğretim Yöntemleri-I (ÖÖY-I) derslerinin YÖK ve devlet üniversitesi tarafından hazırlanan ders programı ve 2017-2018 akademik yılındaki uygulamasının özel alan yeterlikleriyle uyum düzeyi araştırılmıştır. Uygulanan programının uyum düzeyi öğretim üyesi ve öğretmen adayı görüşleri ile dersin öğretim sürecine göre incelenmiştir. Ayrıca öğretmen adaylarının BDMÖ ve ÖÖY-I derslerindeki uygulamaları değerlendirmeleri istenmiştir. Durum çalışması deseninde tasarlanan araştırmanın çalışma grubunu BDMÖ ve ÖÖY-I derslerine ait dokumanlar, bu dersleri okutan öğretim üyesi ve bu dersleri alan toplam 64 öğretmen adayı oluşturmaktadır. Araştırma kapsamında derslerin programı ile özel alan yeterlikleri arasındaki uyum, dokuman incelemesiyle analiz edilmiştir. Uygulanan programın özel alan yeterlikleriyle uyumunun belirlenmesi için araştırmacı tarafından altı saat ders gözlemi ve sonrasında öğretim üyesiyle görüşme yapılmıştır. Ayrıca dersi alan öğretmen adaylarının ilgili dersleri değerlendirmeleri istenmiştir. Son olarak gönüllü öğretmen adayları ile bireysel veya odak grup görüşmesi yapılmıştır. Elde edilen veri dokuman incelemesi, betimsel analiz ve içerik analizi ile incelenmiştir. Araştırmanın sonucunda matematik öğretimi derslerinin devlet üniversitesi tarafından hazırlanan programlarının, özel alan yeterliklerinin yaklaşık yarısını ve 2017-2018 akademik yılındaki uygulanan programlarının özel alan yeterliklerinin dörtte üçünü yansıttığı görülmüştür. Tüm yeterlik alanları için derslerin uygulanan programında karşılanan yeterlik sayısı ders programınkininden yüksektir ve ders programına göre derslerde ele alınması gereken tüm yeterliklere uygulamada yer verilmiştir. Matematik dersi becerilerini geliştirme ve matematik öğretiminin izlenmesi, değerlendirilmesi ve geliştirilmesi yeterlik alanlarındaki tüm yeterlikler uygulanan programlarda ekstra vurgulanmıştır. Okul, aile ve toplumla işbirliği yapabilme yeterlik alanındaki tüm yeterlikler matematik öğretimi derslerinde ele alınmamıştır. Özel alan yeterliklerinin uyum düzeyi veri kaynaklarına (öğretim üyesi ve öğretmen adayı görüşleri, ders gözlemi, ders içeriği) göre farklılaşmaktadır. Ayrıca matematik öğretim durumlarını planlama ve düzenleme yeterlik alanına yeterlik (etkinlik ve ders içi uygulamalardan yararlanabilme; öğretim yöntem ve tekniklerinden yararlanabilme) ve performans göstergelerine öneri sunulmuştur. Bununla birlikte öğretmen adaylarına göre BDMÖ ve ÖÖY-I derslerindeki öğrenmeyi kolaylaştırıcı ve zorlaştırıcı uygulamalar belirlenmiş; verimliliğin artması açısından öğretmen adayları tarafından öneriler sunulmuştur.
The purpose of this research is to examine the harmony between courses of mathematics teaching in Elementary Mathematics Education graduate program at a state university and special content competencies identified by the Ministry of Education in 2008 in Turkey. In addition, the purpose of this research is to examine to what extent special content competencies are developed at courses of mathematics teaching in Elementary Mathematics Education graduate program. For this purpose, the level of compliance between the special content competencies and Computer Based Mathematics Teaching (BDMO) and Special Teaching Methods-I (OOY-I) courses' syllabuses, which were prepared by YÖK and the state university, and the application at the 2017-2018 academic year was investigated. The adaptation level of the applied program was examined according to the teaching process of the instructor and pre-service teachers. And also, pre-service teachers were asked to evaluate the practices in BDMO and OOY-I courses. The participants of the study, which was designed in the case study design, consists of the documents belonging to the BDMO and OOY-I courses, the instructor teaching these courses and 64 pre-service teachers. Within the scope of the research, the level of compliance between the academic program of the courses and the special content competencies was analyzed by document analysis. In order to determine the compatibility of the applied program with the special content competencies, the researcher conducted six-hour observation and then interviewed the instructor. In addition, pre-service teachers were asked to evaluate the related courses. Finally, individual or focus group interviews were carried out volunteer pre-service teachers. The data obtained were examined by document analysis, descriptive analysis and content analysis. As a result of the study, it was seen that mathematics teaching courses reflected about half of the special content competencies of the academic programs prepared by the state university and three-quarters of the special content competencies of the applied programs in the 2017-2018 academic year. For all competency areas, the number of competences reflected in the applied program of the courses is higher than that of the academic program, and all the competencies to be addressed in the courses according to the academic program are included in the application. All competences in the areas of competence in developing mathematics skills, and monitoring, evaluating and improving mathematics teaching are emphasized extra in the applied programs. None of the competences in the content of competence to cooperate with school, family and society has been addressed in mathematics teaching courses. The level of compliance of special content competencies varies according to data sources (instructor and prospective teachers' views, course observation, course content). In addition, mathematics teaching situations planning and organizing competency area competence (to benefit from activities and in-class applications; to benefit from teaching methods and techniques) and performance indicators were proposed. In addition, according to pre-service teachers, learning facilitating and challenging practices in BDMO and OOY-I courses were determined; In order to increase the efficiency, suggestions were made by pre-service teachers.
The purpose of this research is to examine the harmony between courses of mathematics teaching in Elementary Mathematics Education graduate program at a state university and special content competencies identified by the Ministry of Education in 2008 in Turkey. In addition, the purpose of this research is to examine to what extent special content competencies are developed at courses of mathematics teaching in Elementary Mathematics Education graduate program. For this purpose, the level of compliance between the special content competencies and Computer Based Mathematics Teaching (BDMO) and Special Teaching Methods-I (OOY-I) courses' syllabuses, which were prepared by YÖK and the state university, and the application at the 2017-2018 academic year was investigated. The adaptation level of the applied program was examined according to the teaching process of the instructor and pre-service teachers. And also, pre-service teachers were asked to evaluate the practices in BDMO and OOY-I courses. The participants of the study, which was designed in the case study design, consists of the documents belonging to the BDMO and OOY-I courses, the instructor teaching these courses and 64 pre-service teachers. Within the scope of the research, the level of compliance between the academic program of the courses and the special content competencies was analyzed by document analysis. In order to determine the compatibility of the applied program with the special content competencies, the researcher conducted six-hour observation and then interviewed the instructor. In addition, pre-service teachers were asked to evaluate the related courses. Finally, individual or focus group interviews were carried out volunteer pre-service teachers. The data obtained were examined by document analysis, descriptive analysis and content analysis. As a result of the study, it was seen that mathematics teaching courses reflected about half of the special content competencies of the academic programs prepared by the state university and three-quarters of the special content competencies of the applied programs in the 2017-2018 academic year. For all competency areas, the number of competences reflected in the applied program of the courses is higher than that of the academic program, and all the competencies to be addressed in the courses according to the academic program are included in the application. All competences in the areas of competence in developing mathematics skills, and monitoring, evaluating and improving mathematics teaching are emphasized extra in the applied programs. None of the competences in the content of competence to cooperate with school, family and society has been addressed in mathematics teaching courses. The level of compliance of special content competencies varies according to data sources (instructor and prospective teachers' views, course observation, course content). In addition, mathematics teaching situations planning and organizing competency area competence (to benefit from activities and in-class applications; to benefit from teaching methods and techniques) and performance indicators were proposed. In addition, according to pre-service teachers, learning facilitating and challenging practices in BDMO and OOY-I courses were determined; In order to increase the efficiency, suggestions were made by pre-service teachers.
Description
Keywords
Bilgisayar destekli matematik öğretimi, İlköğretim matematik öğretmenliği, Matematik öğretimi dersleri, Öğretmen yeterlikleri, Özel öğretim yöntemleri, Computer based mathematics teaching, Courses of mathematics teaching, Elementary mathematics teachers, Special teaching methods, Teacher competencies
Citation
Sezer, E. (2020). İlköğretim matematik öğretmenliği lisans programlarında alan eğitimi derslerinin özel alan yeterliklerini kazandırması yönünden değerlendirilmesi. Yayınlanmamış doktora tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.