Sosyal Bilgiler Öğretmen Adaylarının Öğretmenlik Uygulaması Sürecine İlişkin Görüşleri

Year 2023, Volume: 11 Issue: 1, 12 - 28, 04.07.2023

İlyas Kara Ahmet Tokmak Ahmet İnanoğlu

https://doi.org/10.47215/aji.1264520

Cited By: 1

Abstract

Bu araştırmanın amacı, sosyal bilgiler öğretmen adaylarının öğretmenlik uygulaması sürecine ilişkin görüşlerini ortaya çıkarmaktır. Nitel araştırma şeklinde gerçekleştirilen bu araştırmanın verileri, 2021-2022 öğretim yılında ölçüt örnekleme yöntemiyle seçilen gönüllü 13 sosyal bilgiler öğretmen adayı ile yapılan görüşmelerden elde edilmiştir. Araştırma verileri, araştırmacılar tarafından hazırlanan 10 soruluk görüşme formu ile toplanmıştır. Elde edilen verilerin analizinde içerik analizi yöntemi kullanılmıştır. Veri analizi sonucu elde edilen bulgular, öğretmen adaylarının öğretmenlik uygulaması sürecinden beklentileri, öğretmenlik uygulaması sürecinin paydaşları ile olan ilişkiler, öğretmenlik uygulaması dersinin sorunları ve çözüm önerileri olmak üzere dört başlık altında sunulmuştur. Kodlama ve kategorilere ilişkin tablolar bu başlıklar altında verilmiş ve bu kodların kaynağı olan bazı görüşler doğrudan alıntı olarak sunulmuştur. Sonuç olarak, öğretmen adaylarının öğretmenlik uygulaması sürecinin kendilerini öğretmenlik mesleğine hazırlamasını bekledikleri ancak bu beklentinin tam olarak karşılanmadığı belirlenmiştir. Bunun nedeni olarak zamanın yetersizliği, süreçteki paydaşlarının ilgisizliği, üniversite-okul işbirliğinin olmaması gibi nedenler gösterilmiştir. Araştırma sonucunda elde edilen sonuçlar doğrultusunda öğretmenlik uygulaması süresinin artırılması ve paydaş iletişiminin güçlendirilmesi için çeşitli önerilerde bulunulmuştur.

Keywords

öğretmen adayı, öğretmen eğitimi, öğretmenlik uygulaması, sosyal bilgiler eğitimi, uygulamalı eğitim

Opinions of Social Studies Teacher Candidates on Teaching Practice Process

Abstract

The aim of this study is to reveal the views of pre-service social studies teachers about the teaching practice process. The data of this research, which was conducted as a qualitative study, were obtained from interviews with 13 volunteer pre-service social studies teachers selected by criterion sampling method in 2021-2022. The research data were collected with a 10-question interview form prepared by the researchers. Content analysis method was used to analyse the data obtained. The findings obtained as a result of the data analyses were presented under four headings: prospective teachers' expectations from the teaching practice process, prospective teachers' relations with the stakeholders of the teaching practice process, problems of the teaching practice course and suggestions for solving the problems encountered in the teaching practice course. Tables related to coding and categories are given under the headings and some of the opinions that are the source of these codes are presented as cross-sections. As a result, it was determined that pre-service teachers expected the teaching practice process to prepare them for the teaching profession, but this expectation was not fully met. Reasons such as insufficient time, indifference of the stakeholders of the process, and lack of co-operation between the university and the school were cited as reasons for this. In line with the findings obtained as a result of the research, suggestions were made to increase the duration of the teaching practice process and to strengthen stakeholder communication.

Keywords

Practical education, pre-service teacher, social studies education, teacher education, teaching practice

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