Araştırma Makalesi
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Öğretim Elemanlarının Teknoloji Rol Modelliği: Öğretmen Adaylarının Algısı

Yıl 2020, Sayı: 50, 333 - 352, 01.09.2020
https://doi.org/10.9779/pauefd.580041

Öz

Bu araştırma öğretmen adaylarının eğitimde teknoloji kullanımında öğretim elemanlarını rol model alma durumlarını incelemektedir. Veri toplama aracının geliştirilmesinin ardından araştırmacılar, 206 öğretmen adayı ile pilot çalışma yapmışlardır. Pilot çalışmanın ardından, 1040 son sınıf öğretmen adayı, 2012-2013 eğitim öğretim yılı bahar döneminde çalışmaya katılmıştır. Araştırma tarama modelinde gerçekleştirilmiştir. Faktör analizi, betimletici analizler, t-testi ve ANOVA yapılmıştır. Öğretmen adaylarının teknolojinin kullanımında öğretim elemanlarını rol model olarak gördükleri sonucuna ulaşılmıştır (Ortalama = 3.89). Öğretmen adaylarının öğretmen elemanlarını rol model alma durumlarında cinsiyete ve üniversiteye göre anlamlı farklılık görülmemiştir. Ancak bölüme göre anlamlı farklılık görülmüştür. Bu araştırmanın sonuçları öğretmen adaylarının öğretim elemanlarını rol model olarak görmelerinin önemini vurgulamaktadır.

Kaynakça

  • Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers & Education, 56(1), 91-100.
  • Akbulut, A. Y. (2016). Majoring in Information Systems: An examination of role model influence. Journal of Educational Computing Research, 1–20.
  • Angeli, C. (2005). Transforming a teacher education method course through technology: Effects on preservice teachers technology competency. Computers & Education, 45, 383-398.
  • Bakır, K. (2008). II. Meşrutiyet Döneminde Milli Seçkincilik ve Eğitim: Emrullah Efendi Tuba Ağacı Nazariyesi, Doğu Batı. Mayıs-Haziran-Temmuz, 1(45) 197-213.
  • Bandura, A. (1986). Social foundations of thought and action. A social cognitive theory. New Jersey: Prentice Hall.
  • Barton, R., & Haydn, T. (2006). Trainee teachers’ views on what helps them to use information and communication technology effectively in their subject teaching. Journal of Computer Assisted, 22, 257-272.
  • Bricheno, P., & Thornton, M. (2007). Role model, hero or champion? Children's views concerning role models. Educational Research, 49(4), 383-396, DOI: 10.1080/00131880701717230.
  • Cheng, M. M. H., Cheng, A. Y. N., & Tang, S. Y. F. (2010). Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong. Journal of Education for Teaching, 36(1), 91-104.
  • Clark, S. K., Brynes, D., & Sudweeks, R. R. (2015). A comparative examination of student teacher and intern perceptions of teaching ability at the preservice and inservice stages. Journal of Teacher Education, 66(2), 170–183.
  • Collier, S., Weingburgh, M. H., & Rivera, M. (2004). Infusing technology skills into a teacher education program: Change in students’ knowledge about and use of technology. Journal of Technology and Teacher Education, 12(3), 447-468.
  • Cuckle, P., and Clarke, S. (2002). Mentoring student-teachers in schools: Views, practices and access to ICT. Journal of Computer Assisted Learning, 18, 330-340.
  • Cullen, T. A. (2006). The role of technology in preservice teachers’ images of their future classrooms. Submitted to the Faculty of the Graduate School of Indiana University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Instructional Systems Technology.
  • Demiraslan, Y., & Koçak Usluel, Y. (2005). Bilgi ve iletişim teknolojilerinin öğrenme öğretme sürecine entegrasyonunda öğretmenlerin durumu. The Turkish Online Journal of Educational Technology, 4(3), 109-113.
  • Göktaş, Y., Yıldırım, S., ve Yıldırım, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology & Society, 12 (1), 193–204. Hastings, T. A. (2009). Factors that predict quality classroom technology use. (Doctor of Education, Graduate College of Bowling Green State University, Ohio). Retrieved from https://etd.ohiolink.edu/!etd.send_file?accession=bgsu1257194863&disposition=inline.
  • Hopson, S. C. (2010). The role of guiding principles in pre-service teachers’ conceptualization and utilization of technology. (Degree of Bachelor of Arts, Mount Holyoke College, Massachusetts). Retrieved from https://ida.mtholyoke.edu/xmlui/bitstream/handle/10166/756/440.pdf?sequence=1&isAllowed=y.
  • Hunt, N. P. (1997). Using technology to prepare teachers for the twenty‐first century. Asia‐Pacific Journal of Teacher Education, 25(3), 345-350.
  • Kabaklı Çimen, L. (2019). Eğitim fakültesi öğrencilerinin rol model tercihleri. Manas Sosyal Araştırmalar Dergisi, 8(1), 88-110 Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri. 5. Baskı. Ankara: Asil Yayın Dağıtım.
  • Korkmaz, İ. (2012). Sosyal öğrenme kuramı. B. Yeşilyaprak (Editör). Eğitim psikolojisi (Gelişim-Öğrenme-Öğretim). Ankara: Pegem Akademi.
  • Köksal, N., & Çöğmen, S. (2013). Pre-service teachers as lifelong learners: University facilities for promoting their professional development. Egitim Arastirmalari–Eurasian Journal of Educational Research, 53, 21-40.
  • Köse, M., & Demir, E. (2014). Öğretmenlerin Rol Modelliği Hakkında Öğrenci Görüşleri. Uluslararası Sosyal ve Ekonomik Bilimler Dergisi, 4(1), 08-18.
  • Oigara, N. J. & Wallace, N. (2012). Modeling, training, and mentoring teacher candidates to use SMART board technology. Issues in Informing Science and Information Technology, 9, 297-315.
  • Saka, M. (2019). Fen bilgisi öğretmenlerinin Okul Deneyimi ve Öğretmenlik Uygulaması derslerine yönelik değerlendirmeleri. İlköğretim Online, 18(1), 127-148.
  • Salentiny, A. M. (2012). Analysis of preservice teacher and instructor technology uses and beliefs. (Doctor of Philosophy, University of North Dakota, ND). Retrieved from https://search.proquest.com/openview/2e359c25bc5cd3b71619f652d94c5683/1?pq-origsite=gscholar&cbl=18750&diss=y.
  • Schunk, D. H. (2011). Öğrenme teorileri: Eğitimsel bir bakışta. (2nd ed.) (Çev. M. Şahin). Ankara: Nobel Yayın Dağıtım.
  • Selwyn, N. (2016). Digital downsides: Exploring university students’ negative engagements with digital technology. Teaching in Higher Education, 21.8: 1006-1021. DOI: 10.1080/13562517.2016.1213229.
  • Semiz, K., & İnce, M. L. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7), 1248-1265.
  • Senemoğlu, N. (2012). Sosyal Bilişsel Kuram Albert Bandura. Gelişim ve öğrenme. 22. Baskı. Ankara: Pegem Akademi.
  • Sezer, Ş. (2018). Öğretmenlerin sınıf yönetimi tutumlarının öğrencilerin gelişimi üzerindeki etkileri: Fenomenolojik bir çözümleme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 534-549.
  • Shein, P. P., & Chiou, W.-B. (2011). Teachers as role models for students’ learning styles. Social Behavior and Personality, 39(8), 1097-1104.
  • Suess, P. A. (2007). The experience of technology integration by teacher educators in higher education. (Doctor of Philosopy, University of Missouri St. Louis, Columbia). Retrieved from https://search.proquest.com/openview/b6cb1f4e1dc635d3c971c4f7a5e9e259/1?pq-origsite=gscholar&cbl=18750&diss=y.
  • Tondeur, J., Braak, J. V., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59, 134–144.
  • Topal, D. (2008). Anadolu Güzel Sanatlar Lisesi müzik bölümü öğrencilerinin mesleki müzik eğitimine yönelmelerinde ilköğretim kademesindeki müzik öğretmenlerini model alma durumları (Antalya ili örneği). Yüksek Lisans Tezi, Süleyman Demirel Üniversitesi, Isparta. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp.
  • Willemse, T. M., & Boei. F. (2013). Teacher educators’ research practices: An explorative study of teacher educators’ perceptions on research. Journal of Education for Teaching, 39(4) 354-369, DOI: 10.1080/02607476.2013.797292.

Teacher Educators as Role Models for Technology: Pre-Service Teachers' Perceptions

Yıl 2020, Sayı: 50, 333 - 352, 01.09.2020
https://doi.org/10.9779/pauefd.580041

Öz

This study investigates pre-service teachers’ taking teacher educators as role models in the application of technologies in education. Following the development of a data collection tool, researchers implemented a pilot study with 206 senior pre-service teachers. Following the pilot study, 1040 senior-level pre-service teachers participated in the study during the spring semester of the 2012–2013 educational year. The research was implemented following a survey model. Factor analysis, descriptive analysis, t-test, and ANOVA analyses were conducted. It was observed that pre-service teachers take teacher educators as role models regarding the application of technologies (Mean=3.89). In terms of the pre-service teachers and their tendency to view teacher educators as role models, there were no significant differences between universities and between genders. However, when viewed in terms of their separate departments, there were significant differences. The results of the study emphasize the importance of the fact that pre-service teachers take teacher educators as their role models.

Kaynakça

  • Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers & Education, 56(1), 91-100.
  • Akbulut, A. Y. (2016). Majoring in Information Systems: An examination of role model influence. Journal of Educational Computing Research, 1–20.
  • Angeli, C. (2005). Transforming a teacher education method course through technology: Effects on preservice teachers technology competency. Computers & Education, 45, 383-398.
  • Bakır, K. (2008). II. Meşrutiyet Döneminde Milli Seçkincilik ve Eğitim: Emrullah Efendi Tuba Ağacı Nazariyesi, Doğu Batı. Mayıs-Haziran-Temmuz, 1(45) 197-213.
  • Bandura, A. (1986). Social foundations of thought and action. A social cognitive theory. New Jersey: Prentice Hall.
  • Barton, R., & Haydn, T. (2006). Trainee teachers’ views on what helps them to use information and communication technology effectively in their subject teaching. Journal of Computer Assisted, 22, 257-272.
  • Bricheno, P., & Thornton, M. (2007). Role model, hero or champion? Children's views concerning role models. Educational Research, 49(4), 383-396, DOI: 10.1080/00131880701717230.
  • Cheng, M. M. H., Cheng, A. Y. N., & Tang, S. Y. F. (2010). Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong. Journal of Education for Teaching, 36(1), 91-104.
  • Clark, S. K., Brynes, D., & Sudweeks, R. R. (2015). A comparative examination of student teacher and intern perceptions of teaching ability at the preservice and inservice stages. Journal of Teacher Education, 66(2), 170–183.
  • Collier, S., Weingburgh, M. H., & Rivera, M. (2004). Infusing technology skills into a teacher education program: Change in students’ knowledge about and use of technology. Journal of Technology and Teacher Education, 12(3), 447-468.
  • Cuckle, P., and Clarke, S. (2002). Mentoring student-teachers in schools: Views, practices and access to ICT. Journal of Computer Assisted Learning, 18, 330-340.
  • Cullen, T. A. (2006). The role of technology in preservice teachers’ images of their future classrooms. Submitted to the Faculty of the Graduate School of Indiana University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Instructional Systems Technology.
  • Demiraslan, Y., & Koçak Usluel, Y. (2005). Bilgi ve iletişim teknolojilerinin öğrenme öğretme sürecine entegrasyonunda öğretmenlerin durumu. The Turkish Online Journal of Educational Technology, 4(3), 109-113.
  • Göktaş, Y., Yıldırım, S., ve Yıldırım, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology & Society, 12 (1), 193–204. Hastings, T. A. (2009). Factors that predict quality classroom technology use. (Doctor of Education, Graduate College of Bowling Green State University, Ohio). Retrieved from https://etd.ohiolink.edu/!etd.send_file?accession=bgsu1257194863&disposition=inline.
  • Hopson, S. C. (2010). The role of guiding principles in pre-service teachers’ conceptualization and utilization of technology. (Degree of Bachelor of Arts, Mount Holyoke College, Massachusetts). Retrieved from https://ida.mtholyoke.edu/xmlui/bitstream/handle/10166/756/440.pdf?sequence=1&isAllowed=y.
  • Hunt, N. P. (1997). Using technology to prepare teachers for the twenty‐first century. Asia‐Pacific Journal of Teacher Education, 25(3), 345-350.
  • Kabaklı Çimen, L. (2019). Eğitim fakültesi öğrencilerinin rol model tercihleri. Manas Sosyal Araştırmalar Dergisi, 8(1), 88-110 Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri. 5. Baskı. Ankara: Asil Yayın Dağıtım.
  • Korkmaz, İ. (2012). Sosyal öğrenme kuramı. B. Yeşilyaprak (Editör). Eğitim psikolojisi (Gelişim-Öğrenme-Öğretim). Ankara: Pegem Akademi.
  • Köksal, N., & Çöğmen, S. (2013). Pre-service teachers as lifelong learners: University facilities for promoting their professional development. Egitim Arastirmalari–Eurasian Journal of Educational Research, 53, 21-40.
  • Köse, M., & Demir, E. (2014). Öğretmenlerin Rol Modelliği Hakkında Öğrenci Görüşleri. Uluslararası Sosyal ve Ekonomik Bilimler Dergisi, 4(1), 08-18.
  • Oigara, N. J. & Wallace, N. (2012). Modeling, training, and mentoring teacher candidates to use SMART board technology. Issues in Informing Science and Information Technology, 9, 297-315.
  • Saka, M. (2019). Fen bilgisi öğretmenlerinin Okul Deneyimi ve Öğretmenlik Uygulaması derslerine yönelik değerlendirmeleri. İlköğretim Online, 18(1), 127-148.
  • Salentiny, A. M. (2012). Analysis of preservice teacher and instructor technology uses and beliefs. (Doctor of Philosophy, University of North Dakota, ND). Retrieved from https://search.proquest.com/openview/2e359c25bc5cd3b71619f652d94c5683/1?pq-origsite=gscholar&cbl=18750&diss=y.
  • Schunk, D. H. (2011). Öğrenme teorileri: Eğitimsel bir bakışta. (2nd ed.) (Çev. M. Şahin). Ankara: Nobel Yayın Dağıtım.
  • Selwyn, N. (2016). Digital downsides: Exploring university students’ negative engagements with digital technology. Teaching in Higher Education, 21.8: 1006-1021. DOI: 10.1080/13562517.2016.1213229.
  • Semiz, K., & İnce, M. L. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7), 1248-1265.
  • Senemoğlu, N. (2012). Sosyal Bilişsel Kuram Albert Bandura. Gelişim ve öğrenme. 22. Baskı. Ankara: Pegem Akademi.
  • Sezer, Ş. (2018). Öğretmenlerin sınıf yönetimi tutumlarının öğrencilerin gelişimi üzerindeki etkileri: Fenomenolojik bir çözümleme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 534-549.
  • Shein, P. P., & Chiou, W.-B. (2011). Teachers as role models for students’ learning styles. Social Behavior and Personality, 39(8), 1097-1104.
  • Suess, P. A. (2007). The experience of technology integration by teacher educators in higher education. (Doctor of Philosopy, University of Missouri St. Louis, Columbia). Retrieved from https://search.proquest.com/openview/b6cb1f4e1dc635d3c971c4f7a5e9e259/1?pq-origsite=gscholar&cbl=18750&diss=y.
  • Tondeur, J., Braak, J. V., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59, 134–144.
  • Topal, D. (2008). Anadolu Güzel Sanatlar Lisesi müzik bölümü öğrencilerinin mesleki müzik eğitimine yönelmelerinde ilköğretim kademesindeki müzik öğretmenlerini model alma durumları (Antalya ili örneği). Yüksek Lisans Tezi, Süleyman Demirel Üniversitesi, Isparta. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp.
  • Willemse, T. M., & Boei. F. (2013). Teacher educators’ research practices: An explorative study of teacher educators’ perceptions on research. Journal of Education for Teaching, 39(4) 354-369, DOI: 10.1080/02607476.2013.797292.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Gül Özüdoğru 0000-0002-5128-1258

Hasan Çakır 0000-0002-4499-9712

Yayımlanma Tarihi 1 Eylül 2020
Gönderilme Tarihi 19 Haziran 2019
Kabul Tarihi 6 Şubat 2020
Yayımlandığı Sayı Yıl 2020 Sayı: 50

Kaynak Göster

APA Özüdoğru, G., & Çakır, H. (2020). Teacher Educators as Role Models for Technology: Pre-Service Teachers’ Perceptions. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(50), 333-352. https://doi.org/10.9779/pauefd.580041