Sınıf öğretmenlerinin okuma yazma öğretiminde karşılaştıkları güçlüklerin hizmetiçi eğitim yoluyla giderilmesi
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Date
2017-03-30
Authors
Aydın, Harun
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Publisher
Uludağ Üniversitesi
Abstract
Bu araştırmanın amacı, sınıf öğretmenlerinin 'Ses Temelli Cümle Yöntemi' ile okuma-yazma öğretiminde karşılaştıkları güçlüklerin belirlenmesi ve hizmetiçi eğitim yoluyla giderilmesidir. Çalışma, karma desen araştırmadır. Araştırmada 2 farklı grup ile çalışılmıştır. İlk önce birinci gruptaki Bursa İli İnegöl İlçesinde 2014-2015 eğitim-öğretim yılında 1. sınıf okutan ve bir sonraki eğitim-öğretim yılında 1.sınıf okutacak olan farklı sosyoekonomik düzeydeki 12 merkez ilkokulunda görev yapan 136 öğretmene anket uygulanmış, bu anketlerden 100'ü değerlendirmeye alınmış ve öğretmenlerin okuma-yazma öğretiminde karşılaştıkları güçlükler belirlenmiştir. Daha sonra, İnegöl İlçesindeki 55 ilkokul içerisinden seçilmiş 18 ilkokulda görev yapan ve ikinci grubu oluşturan 34 öğretmen 2014-2015 eğitim-öğretim yılı haziran ayı seminer döneminde hizmetiçi eğitime alınmış, birinci gruba uygulanan anket öntest ve sontest olarak bu gruba uygulanmış ve hizmetiçi eğitimin etkisi SPSS V.20 paketi ile hesaplanarak belirlenmiştir. Son olarak eğitime katılan 34 sınıf öğretmeni içerisinden bir sonraki yıl (2015-2016 eğitim-öğretim yılı) 1. sınıf düzeyinde derse girerek okuma-yazma öğreten 14 sınıf öğretmenine daha önce uygulanan anket sorularından üç soru çıkartılarak anket tekrar uygulanmıştır. Böylece aradan geçen sürede hizmetiçi eğitimin etkisinin kalıcılığı belirlenmiştir. Araştırma sonucunda, okuma-yazma öğretiminde karşılaşılan güçlüklerin belirlenmesi için anket uygulanan birinci gruptaki öğretmenler ile hizmetiçi eğitime alınan ikinci gruptaki öğretmenlerin anket sonuçlarının benzer olduğu ve ankette yer alan sorulara yüksek oranda yanlış cevap verildiği belirlenmiştir. Hizmetiçi eğitim sonrasında ise eğitimi alan grubun cevaplarındaki doğruluk oranının oldukça yükseldiği görülmüştür. 2015-2016 eğitim öğretim yılının güz yarıyılının ortalarında anketin tekrar uygulandığı üçüncü grubun cevaplarındaki doğruluk oranlarının azalması, hizmetiçi eğitimde öğrenilenlerin unutulabileceğini ve hizmetiçi eğitimin sürekliliğinin bir gereksinim olduğunu göstermiştir.
The purpose of this study is to determine and solve difficulties faced by teachers in teaching literacy with Sound Based Sentence Method through in-service education. The study is mixed pattern research. The research was conducted with 2 groups. First of all, a questionary was applied to 136 teachers who are in the first group of this study in Inegol district of Bursa province and work in 12 primary schools from different socioeconomic levels downtown center of İnegöl and were teaching first grade in 2014-2015 academic year and will be first grade in the next academic year, then 100 questionnaire results have been obtained and difficulties faced by teachers in teaching literacy have been identified through these results. Then, 34 teachers who compose the second group of this study and work in 18 elementary schools selected from 55 primary schools in Inegol, were given in-service training in the second seminar period of 2014-2015 academic year and a questionnaire was applied as pretest and posttest for this group as the same of first group and the effect of in-servise education has been identified by computing with a statical program V.20 package (SPSS). Finally, the questionnaire that has been made by taking out three questions was reapplied to the 14 classroom teachers from the 34 classroom teachers who participated in the education and were instructed through in-service program that have performed literacy teaching in first grade in (2015-2016 academic year). Thus, it has been identified the permanence of in-service training effect in the elapsed time. As a result of the research, it has been determined that the results of the questionnaire of the first group teachers who were applied the questionnaire about difficulties in literacy teaching and second group received to in-service training were similar and the wrong answers were given at a high rate. After the in-service training, it has been occurred that the rate of accurate responses of the training group increased significantly. In the middle of the fall semester of the 2015-2016 school year, the reduction in rates of accuracy in the third group's responses to the questionnaire showed that information obtained from in-service training could be forgotten and that continuity of in-service training was a requirement.
The purpose of this study is to determine and solve difficulties faced by teachers in teaching literacy with Sound Based Sentence Method through in-service education. The study is mixed pattern research. The research was conducted with 2 groups. First of all, a questionary was applied to 136 teachers who are in the first group of this study in Inegol district of Bursa province and work in 12 primary schools from different socioeconomic levels downtown center of İnegöl and were teaching first grade in 2014-2015 academic year and will be first grade in the next academic year, then 100 questionnaire results have been obtained and difficulties faced by teachers in teaching literacy have been identified through these results. Then, 34 teachers who compose the second group of this study and work in 18 elementary schools selected from 55 primary schools in Inegol, were given in-service training in the second seminar period of 2014-2015 academic year and a questionnaire was applied as pretest and posttest for this group as the same of first group and the effect of in-servise education has been identified by computing with a statical program V.20 package (SPSS). Finally, the questionnaire that has been made by taking out three questions was reapplied to the 14 classroom teachers from the 34 classroom teachers who participated in the education and were instructed through in-service program that have performed literacy teaching in first grade in (2015-2016 academic year). Thus, it has been identified the permanence of in-service training effect in the elapsed time. As a result of the research, it has been determined that the results of the questionnaire of the first group teachers who were applied the questionnaire about difficulties in literacy teaching and second group received to in-service training were similar and the wrong answers were given at a high rate. After the in-service training, it has been occurred that the rate of accurate responses of the training group increased significantly. In the middle of the fall semester of the 2015-2016 school year, the reduction in rates of accuracy in the third group's responses to the questionnaire showed that information obtained from in-service training could be forgotten and that continuity of in-service training was a requirement.
Description
Keywords
Hizmetiçi eğitim, İlkokul 1. sınıf, İlkokuma-yazma, İlkokuma-yazma öğretiminde karşılaşılan güçlükler, Ses temelli cümle yöntemi, Sınıf öğretmeni, Classroom teacher, Difficulties faced while literacy teaching, First grade of primary school, In-service training, Literacy, Sound based sentence method
Citation
Aydın, H. (2017). Sınıf öğretmenlerinin okuma yazma öğretiminde karşılaştıkları güçlüklerin hizmetiçi eğitim yoluyla giderilmesi. Yayınlanmamış yüksek lisans tezi. Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.