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Öğretmenin Bilgisi Özel bir Bilgi midir? Öğretmek için Gereken Bilgiye Kuramsal bir Bakış1

Year 2010, Volume: 27 Issue: 2, 23 - 32, 03.09.2015

Abstract

References

  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
  • Botana, F., & Valcarce, J. L. (2002). A dynamic-symbolic interface for geometric theorem discovery. Computers and Education, 38(1–3), 21–35.
  • Freese, A. R. (1999). The role of reflection on preservice teachers' development in the context of a professional development school. Teaching and Teacher Education, 15(8), 895-909.
  • Gess-Newsome, J. (2001). Pedagogical content knowledge: An introduction and orientation. J. Gess-Newsome & N. G. Lederman (Haz.), Examining pedagogical content knowledge: The construct and its implications for science education (s. 3–17). The Netherlands: Kluwer Academic Publishers.
  • Grimmett, P. P., MacKinnon, A. M., Erickson G. L., & Riecken, T. J. (1990). Reflective practice in teacher education. In R.T. Clift, W. R. Houston and M.C. Pugach (Haz.). Encouraging reflective practice in education: An analysis of issues and programs (s. 20-38). Teachers College Press, New York.
  • Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy, and technology. Computers and Education, 49(3), 740-762.
  • Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching, Journal of Teacher Education, 53(1), 33-43.
  • Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Murray, F. B. (Haz.). (1996). The teacher educator’s handbook: Building a knowledge base for the preparation of teachers. San Francisco: Jossey-Bass.
  • Öner, D. (2008). Supporting students’ participation in authentic proof activities in computer supported collaborative learning (CSCL) environments. International Journal of Computer Supported Collaborative Learning, 3(3), 343-359.
  • Postman, N. (1992). Technopoly: The surrender of culture to technology. New York: Vintage Books.
  • Segall, A. (2004). Revisiting pedagogical content knowledge: The pedagogy of content/the content of pedagogy. Teaching and Teacher Education, 20(5), 489–504.
  • Schön, D. (1987). Educating the reflective practitioner. Jossey-Bass: San Francisco.
  • Shulman, L. S. (1896). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. (AERA Presidential Address).
  • Shulman, L. S. (1987). Knowlegde and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 61-77.
  • Shulman, L. S. (1988). A union of insufficiencies: Strategies for teacher assessment in a period of educational reform. Educational Leadership, 46(3), 36-41.
  • Van Driel, J. H., Verloop, N., & de Voss, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673-695.
  • Wedman, J. M., & Martin, M. W. (1986). Exploring the development of reflective thinking through journal writing. Reading Improvement, 23(1), 68-71.
  • Willard-Holt, C., & Bottomley, D. (2000). Reflectivity and effectiveness of preservice teachers in a unique field experience. Action in Teacher Education, 21(2), 76-89.

Öğretmenin Bilgisi Özel bir Bilgi midir? Öğretmek için Gereken Bilgiye Kuramsal bir Bakış

Year 2010, Volume: 27 Issue: 2, 23 - 32, 03.09.2015

Abstract

Herhangi bir konuyu öğretebilmek için o konuyu belli bir düzeyde anlamış olmanın gerekliliği aşikardır. Ancak sadece konuyu bilmenin öğretmek için yeterli olmadığı da bilinmektedir. Bu bizi "öğretmenin bilgisi ne çeşit bir bilgidir?" sorusuna götürür. Bu yazıda, öğretmek için gerekli alan bilgisi kuramsal bir bakış açısından incelenmektedir. Öğretmen eğitimi alanında etkili olan bilimsel çalışmalar incelenerek pedagojik alan bilgisi kavramı ve bu kavramın eğitim teknolojileri alanına uyarlanmış biçimi olan teknolojik pedagojik alan bilgisi kavramı açıklanmaktadır. Öğretmen eğitimi için bu çalışmaların anlamı tartışılmaktadır.

References

  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
  • Botana, F., & Valcarce, J. L. (2002). A dynamic-symbolic interface for geometric theorem discovery. Computers and Education, 38(1–3), 21–35.
  • Freese, A. R. (1999). The role of reflection on preservice teachers' development in the context of a professional development school. Teaching and Teacher Education, 15(8), 895-909.
  • Gess-Newsome, J. (2001). Pedagogical content knowledge: An introduction and orientation. J. Gess-Newsome & N. G. Lederman (Haz.), Examining pedagogical content knowledge: The construct and its implications for science education (s. 3–17). The Netherlands: Kluwer Academic Publishers.
  • Grimmett, P. P., MacKinnon, A. M., Erickson G. L., & Riecken, T. J. (1990). Reflective practice in teacher education. In R.T. Clift, W. R. Houston and M.C. Pugach (Haz.). Encouraging reflective practice in education: An analysis of issues and programs (s. 20-38). Teachers College Press, New York.
  • Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy, and technology. Computers and Education, 49(3), 740-762.
  • Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching, Journal of Teacher Education, 53(1), 33-43.
  • Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Murray, F. B. (Haz.). (1996). The teacher educator’s handbook: Building a knowledge base for the preparation of teachers. San Francisco: Jossey-Bass.
  • Öner, D. (2008). Supporting students’ participation in authentic proof activities in computer supported collaborative learning (CSCL) environments. International Journal of Computer Supported Collaborative Learning, 3(3), 343-359.
  • Postman, N. (1992). Technopoly: The surrender of culture to technology. New York: Vintage Books.
  • Segall, A. (2004). Revisiting pedagogical content knowledge: The pedagogy of content/the content of pedagogy. Teaching and Teacher Education, 20(5), 489–504.
  • Schön, D. (1987). Educating the reflective practitioner. Jossey-Bass: San Francisco.
  • Shulman, L. S. (1896). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. (AERA Presidential Address).
  • Shulman, L. S. (1987). Knowlegde and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 61-77.
  • Shulman, L. S. (1988). A union of insufficiencies: Strategies for teacher assessment in a period of educational reform. Educational Leadership, 46(3), 36-41.
  • Van Driel, J. H., Verloop, N., & de Voss, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673-695.
  • Wedman, J. M., & Martin, M. W. (1986). Exploring the development of reflective thinking through journal writing. Reading Improvement, 23(1), 68-71.
  • Willard-Holt, C., & Bottomley, D. (2000). Reflectivity and effectiveness of preservice teachers in a unique field experience. Action in Teacher Education, 21(2), 76-89.
There are 19 citations in total.

Details

Primary Language Turkish
Journal Section Original Articles
Authors

Diler Öner

Publication Date September 3, 2015
Published in Issue Year 2010 Volume: 27 Issue: 2

Cite

APA Öner, D. (2015). Öğretmenin Bilgisi Özel bir Bilgi midir? Öğretmek için Gereken Bilgiye Kuramsal bir Bakış. Bogazici University Journal of Education, 27(2), 23-32.