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BİLGİSAYAR VE ÖĞRETİM TEKNOLOJİLERİ ÖĞRETMEN ADAYLARININ İNANÇ SİSTEMLERİ, PERFORMANS GÖSTERGELERİ VE ÖĞRETİM UYGULAMALARI: BİR ÇOKLU DURUM ÇALIŞMASI

Yıl 2018, Cilt: 2 Sayı: 1, 63 - 79, 01.02.2018

Nuh Yavuzalp Eralp Bahçivan

Öz

Bu araştırmanın amacı bilgisayar ve öğretim teknoloji öğretmen adaylarının inanç sistemleri, performans göstergeleri ve öğretim uygulamaları arasındaki ilişkileri belirlemektir. Araştırma Türkiye’de bir devlet üniversitesinde 8 katılımcıyı içeren amaçlı örnekleme ile çoklu durum çalışması olarak tasarlanmıştır. 3. ve 4. sınıfta öğrenim gören öğretmen adaylarının seçildiği 8 katılımcının her biri ile 15 dakikalık üç görüşme yapılmıştır. İlk iki görüşme öğretmen adaylarının genel olarak öğretim inanç sistemleriyle ilgili düşüncelerini belirlemeye yöneliktir. Yapılan son görüşmede ise, seçilen öğretmen adaylarının öğretim pratikleri, kendi oluşturdukları ders planları ve bu planların sorgulanmasına yönelik uyarılmış hatırlatıcı görüşmeler yolu ile değerlendirilmiştir. Yapılan görüşmelerden elde edilen nitel veriler içerik analizi yöntemi ile kodlanarak çözümlenmiştir. Araştırmanın sonuçlarına göre, bilgisayar ve öğretim teknolojileri öğretmen adaylarının hiyerarşik bir inanç sistemine sahip olduğu ve bu inanç sisteminin performans göstergeleri ile öğretim uygulamalarını öngördüğü ortaya çıkmıştır. Ayrıca elde edilen bu sonuçlar ışığında öneriler sunulmuştur.

Anahtar Kelimeler

Öğretmen adayı İnanç sistemi ISTE-CSE Performans göstergesi Çoklu durum çalışması

Kaynakça

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179−211.
  • Akkoyunlu, B., & Kurbanoğlu, S. (2003). Öğretmen adaylarının bilgi okuryazarlığı ve bilgisayar öz-yeterlik algıları üzerine bir çalışma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24(24).
  • Bahçivan, E., & Cobern, W. W. (2016). Investigating coherence among Turkish elementary science teachers' teaching belief systems, pedagogical content knowledge and practice. Australian Journal of Teacher Education (Online), 41(10), 63-86. http://dx.doi.org/10.14221/ajte.2016v41n10.5
  • Bahçivan, E., Doruk, B. K., & Köse, İ. A. (2017). The Path That a Turkish Preservice Teacher Follows: A Teaching Belief System Approach Including ‘Self’. Kalem Eğitim ve İnsan Bilimleri Dergisi, 7 (1), 41- 65. http://dx.doi.org/10.23863/kalem.2017.75
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Brownlee, J., Boulton-Lewis, G., & Purdie, N. (2002). Core beliefs about knowing and peripheral beliefs about learning: developing a holistic conceptualisation of epistemological beliefs. Australian Journal of Educational & Developmental Psychology, 2, 1-16.
  • Chan, K.W., & Elliott, R.G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817-831.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behaviour: An introduction to theory and research. Reading, MA: Addison-Wesley.
  • Fives, H., & Buehl, M.M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K.R. Harris, S. Graham, T. Urdan, S. Graham, J.M. Royer, & M. Zeidner (Ed.), APA Educational Psychology Handbook: Individual Differences and Cultural and Contextual factors (pp. 471-499). Washington, DC: American Psychological Association.
  • Hofer, B.K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88–140.
  • Kağıtçıbaşı, Ç. (1996). Özerk-ilişkisel benlik: Yeni bir sentez. Türk Psikoloji Dergisi, 11, 36-44.
  • Kağıtçıbaşı, Ç. (2007). Family, Self, and Human Development Across Cultures, Theory and Applications (2nd ed.). London: Lawrence Erlbaum Associates.
  • Kane, R., Sandretto, S., & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72(2), 177-228.
  • Kitayama, S., Duffy, S., & Uchida, Y. (2007). Self as cultural mode of being. In Kitayama, S., & Cohen, D., (Eds.), Handbook of cultural psychology (pp. 136-174). New York: The Guilford Press.
  • Koballa, T.R, Graber, W., Coleman, D.C. & Kemp, A.C. (2000). Prospective gymnasium teachers’ conceptions of chemistry learning and teaching. International Journal of Science Education, 22(2), 209-224.
  • Koballa, T.R., Glynn, S.M., Upson, L., & Coleman, D.C. (2005). Conceptions of teaching science held by novice teachers in an alternative certification program. Journal of Science Teacher Education, 16, 287-308.
  • Krippendorff, K. (2004). Content analysis: an introduction to its methodology (2nd ed.). Thousand Oaks, CA: Sage.
  • Marton, F., Dall’Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19(3), 277-299.
  • Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116-125.
  • Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Ramey-Gassert, L., Shroyer, M. G., & Staver, J. R. (1996). A qualitative study of factors influencing science teaching self-efficacy of elementary level teachers. Science Education, 80(3), 283-315.
  • Rex, K., & Roth, R. M. (1998). The relationship of computer experience and computer self-efficacy to performance in introductory computer literacy courses. Journal of Research on Computing in Education, 31(1), 14-24.
  • Rokeach, M. (1968). Beliefs, attitudes and values. San Francisco: Jossey-Bass Inc.
  • Schommer, M. (1994). An emerging conceptualization of epistemological beliefs and their role in learning. In Garner, R. and Alexander, P., (Ed.), Beliefs about text and about text instruction (pp. 25–39). Hillsdale, NJ: Erlbaum.
  • Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39(1),19–29.
  • Sinatra, G. M., Kienhues, D., & Hofer, B. K. (2014). Addressing challenges to public understanding of science: Epistemic cognition, motivated reasoning, and conceptual change. Educational Psychologist, 49(2), 123-138.
  • Tekerek, M., Ercan, O., Udum, M. S., & Saman, K. (2012). Bilişim teknolojileri öğretmen adaylarının bilgisayar öz-yeterlikleri. Turkish Journal of Education, 1(2), 1-12.
  • Tsai, C.-C. (2002). Nested epistemologies: science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771-783.
  • Voogt, J., & Pareja Roblin, N. (2012). Teaching and learning in the 21st century. A comparative analysis of international frameworks. Journal of Curriculum Studies, 44, 299–321.
  • Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of computer assisted learning, 29(5), 403-413.
  • Yavuzalp, N. & Bahçivan, E. (2017). Bilgisayar Eğitimcilerine Yönelik Eğitim Teknolojisi Standartları Ölçeğinin Performans Göstergeleri ve Niyetler Bağlamında Uyarlaması: Bir Pilot Çalışma. 11th International Computer & Instructional Technologies Symposium - ICITS 2017. İnönü University, Malatya, Turkey.

BİLGİSAYAR VE ÖĞRETİM TEKNOLOJİLERİ ÖĞRETMEN ADAYLARININ İNANÇ SİSTEMLERİ, PERFORMANS GÖSTERGELERİ VE ÖĞRETİM UYGULAMALARI: BİR ÇOKLU DURUM ÇALIŞMASI

Yıl 2018, Cilt: 2 Sayı: 1, 63 - 79, 01.02.2018

Nuh Yavuzalp Eralp Bahçivan

Öz

Kaynakça

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179−211.
  • Akkoyunlu, B., & Kurbanoğlu, S. (2003). Öğretmen adaylarının bilgi okuryazarlığı ve bilgisayar öz-yeterlik algıları üzerine bir çalışma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24(24).
  • Bahçivan, E., & Cobern, W. W. (2016). Investigating coherence among Turkish elementary science teachers' teaching belief systems, pedagogical content knowledge and practice. Australian Journal of Teacher Education (Online), 41(10), 63-86. http://dx.doi.org/10.14221/ajte.2016v41n10.5
  • Bahçivan, E., Doruk, B. K., & Köse, İ. A. (2017). The Path That a Turkish Preservice Teacher Follows: A Teaching Belief System Approach Including ‘Self’. Kalem Eğitim ve İnsan Bilimleri Dergisi, 7 (1), 41- 65. http://dx.doi.org/10.23863/kalem.2017.75
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Brownlee, J., Boulton-Lewis, G., & Purdie, N. (2002). Core beliefs about knowing and peripheral beliefs about learning: developing a holistic conceptualisation of epistemological beliefs. Australian Journal of Educational & Developmental Psychology, 2, 1-16.
  • Chan, K.W., & Elliott, R.G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817-831.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behaviour: An introduction to theory and research. Reading, MA: Addison-Wesley.
  • Fives, H., & Buehl, M.M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K.R. Harris, S. Graham, T. Urdan, S. Graham, J.M. Royer, & M. Zeidner (Ed.), APA Educational Psychology Handbook: Individual Differences and Cultural and Contextual factors (pp. 471-499). Washington, DC: American Psychological Association.
  • Hofer, B.K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88–140.
  • Kağıtçıbaşı, Ç. (1996). Özerk-ilişkisel benlik: Yeni bir sentez. Türk Psikoloji Dergisi, 11, 36-44.
  • Kağıtçıbaşı, Ç. (2007). Family, Self, and Human Development Across Cultures, Theory and Applications (2nd ed.). London: Lawrence Erlbaum Associates.
  • Kane, R., Sandretto, S., & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72(2), 177-228.
  • Kitayama, S., Duffy, S., & Uchida, Y. (2007). Self as cultural mode of being. In Kitayama, S., & Cohen, D., (Eds.), Handbook of cultural psychology (pp. 136-174). New York: The Guilford Press.
  • Koballa, T.R, Graber, W., Coleman, D.C. & Kemp, A.C. (2000). Prospective gymnasium teachers’ conceptions of chemistry learning and teaching. International Journal of Science Education, 22(2), 209-224.
  • Koballa, T.R., Glynn, S.M., Upson, L., & Coleman, D.C. (2005). Conceptions of teaching science held by novice teachers in an alternative certification program. Journal of Science Teacher Education, 16, 287-308.
  • Krippendorff, K. (2004). Content analysis: an introduction to its methodology (2nd ed.). Thousand Oaks, CA: Sage.
  • Marton, F., Dall’Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19(3), 277-299.
  • Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116-125.
  • Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Ramey-Gassert, L., Shroyer, M. G., & Staver, J. R. (1996). A qualitative study of factors influencing science teaching self-efficacy of elementary level teachers. Science Education, 80(3), 283-315.
  • Rex, K., & Roth, R. M. (1998). The relationship of computer experience and computer self-efficacy to performance in introductory computer literacy courses. Journal of Research on Computing in Education, 31(1), 14-24.
  • Rokeach, M. (1968). Beliefs, attitudes and values. San Francisco: Jossey-Bass Inc.
  • Schommer, M. (1994). An emerging conceptualization of epistemological beliefs and their role in learning. In Garner, R. and Alexander, P., (Ed.), Beliefs about text and about text instruction (pp. 25–39). Hillsdale, NJ: Erlbaum.
  • Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39(1),19–29.
  • Sinatra, G. M., Kienhues, D., & Hofer, B. K. (2014). Addressing challenges to public understanding of science: Epistemic cognition, motivated reasoning, and conceptual change. Educational Psychologist, 49(2), 123-138.
  • Tekerek, M., Ercan, O., Udum, M. S., & Saman, K. (2012). Bilişim teknolojileri öğretmen adaylarının bilgisayar öz-yeterlikleri. Turkish Journal of Education, 1(2), 1-12.
  • Tsai, C.-C. (2002). Nested epistemologies: science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771-783.
  • Voogt, J., & Pareja Roblin, N. (2012). Teaching and learning in the 21st century. A comparative analysis of international frameworks. Journal of Curriculum Studies, 44, 299–321.
  • Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of computer assisted learning, 29(5), 403-413.
  • Yavuzalp, N. & Bahçivan, E. (2017). Bilgisayar Eğitimcilerine Yönelik Eğitim Teknolojisi Standartları Ölçeğinin Performans Göstergeleri ve Niyetler Bağlamında Uyarlaması: Bir Pilot Çalışma. 11th International Computer & Instructional Technologies Symposium - ICITS 2017. İnönü University, Malatya, Turkey.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makaleleri
Yazarlar

Nuh Yavuzalp

Eralp Bahçivan Bu kişi benim

Yayımlanma Tarihi 1 Şubat 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 2 Sayı: 1

Kaynak Göster

APA Yavuzalp, N., & Bahçivan, E. (2018). BİLGİSAYAR VE ÖĞRETİM TEKNOLOJİLERİ ÖĞRETMEN ADAYLARININ İNANÇ SİSTEMLERİ, PERFORMANS GÖSTERGELERİ VE ÖĞRETİM UYGULAMALARI: BİR ÇOKLU DURUM ÇALIŞMASI. Türk Akademik Yayınlar Dergisi (TAY Journal), 2(1), 63-79.

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