Addressing Challenges: Lesson Study Method in Teaching Practice Course

Year 2024, Volume: 10 Issue: 1, 69 - 98, 29.04.2024

Hakan Şevki Ayvacı Dilek Özbek

Abstract

Bu çalışmanın amacı, öğretmenlik uygulaması dersinde ders imecesi modelinin uygulanması sürecindeki zorlukları araştırmak ve bu zorlukların çözümüne yönelik öneriler sunmaktır. Ders araştırması, öğretmenlerin dersleri işbirliği içinde planlamalarına ve incelemelerine olanak tanıyan Japonya temelli bir mesleki gelişim modelidir. Bu çalışmada araştırma yöntemi olarak durum çalışması seçilmiştir. Çalışma grubunu son sınıfta öğrenim gören ve öğretmenlik uygulaması dersini alan altı öğretmen adayı oluşturmaktadır. Çalışma süreci 10 hafta sürmüş ve ders imecesi grupları haftada üç kez bir araya gelmiştir. Veri toplama aracı olarak sınıf içi gözlemler, ses kayıtları ve görüşmelerden yararlanılmıştır. Elde edilen veriler içerik analizi yöntemiyle analiz edilmiştir. Bulgular incelendiğinde altı öğretmen adayının aynı grupta yer alması bazı sorunlara yol açmıştır. Gelecekteki ders imecesi uygulamaları için her gruptaki katılımcı sayısının azaltılması önerilmektedir.

Keywords

Ders imecesi, öğretmen adayları, öğretmenlik uygulaması dersi

Addressing Challenges: Lesson Study Method in Teaching Practice Course

Abstract

The aim of this study was to explore challenges in implementing the lesson study model in teaching practice course and to discuss solutions, providing insights into addressing these issues. Lesson study is a Japanese form of professional development that allows teachers to plan and examine lessons collaboratively. In this study, case study was selected as a research method. The study group consisted of six preservice teachers in their final year and taking the teaching practice course. The study process took 10 weeks and the lesson study groups met three times a week. As data collection tools, classroom observations, voice recordings and interviews were used. The obtained data were analyzed by content analysis method. When the findings were examined, having six preservice teachers in one group caused some problems. It is recommended to reduce the participant numbers in each group for future lesson study implementations.

Keywords

Lesson study, preservice teachers, teaching practice course

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