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Sosyal Bilgiler Öğretmen Adaylarının Öğretmenlik Uygulaması Sürecine İlişkin Görüşleri

Year 2023, Volume: 11 Issue: 1, 12 - 28, 04.07.2023
https://doi.org/10.47215/aji.1264520

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.

References

  • Akkoç, V. (2003). The Determination of problems that student of candidate for teacher. Who educated in physical education and sport faculty in Turkey, encountered in experience of school I, II and practice of teaching lessons and solution proposals (Unpublished master thesis). Dumlupınar University Social Sciences Institute, Kütahya.
  • Akpınar, M., Çolak, K., & Yiğit, E. Ö. (2014). Cooperating teachers’ opinions about social studies pre-service teachers’ competencies in teaching practice course. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 36(36), 41-67.
  • Aksu, M. B., & Demirtaş, H. (2006). Opinions of student teachers upon school experience II course. Journal of the Faculty of Education, 7(11), 3-21.
  • Bağcıoğlu, G. (1997). Opinions of lecturers and students about the teaching practice course in general, vocational and technical education faculties (Unpublished master thesis). Hacettepe University Educational Sciences Institute, Ankara.
  • Bektaş, M., & Can, A. A. (2019). Equipping the classroom teachers with mentorship tasks and responsibilities, Education and Science, 44(200), 23-45. http://dx.doi.org/10.15390/EB.2019.8251
  • Can, N. (2005). The problems of the new regulation on the management of teaching practice and encountered. Erciyes University Journal of Social Sciences Institute, 11, 239-262.
  • Çepni, O., Aydın, F., & Şahin, V. (2015). Prospective geography teachers' views about teaching practice course. Cumhuriyet International Journal of Education-CIJE, 4(1), 35-49. https://doi.org/10.30703/cije.321361
  • Çetintaş, B., & Genç, A. (2005). Wievs and experiences of prospective German language teachers on practicum courses. Journal of Hacettepe University Faculty of Education, 29, 75-84.
  • Çetinkaya, E., & Kılıç, D. (2017). Effectiveness of teaching practice course according to school administrators, class teacher and teacher candidate opinions. Journal of Atatürk University Institute of Social Sciences, 21(2), 561-571.
  • Çevik, C., & Alat, K. (2012). Developing a practice teaching course attitude scale for supervising teachers’. Journal of Uludag University Faculty of Education, 25(2), 359-380.
  • Dursun, Ö. Ö., & Kuzu, A. (2008). Opinions of teacher candidates and supervisors regarding problems experienced in teaching practice. Journal of Selçuk University Ahmet Keleşoğlu Faculty of Education, 25, 159-178.
  • Gökçe, E., & Demirhan, C. (2005). Teacher candidates and supervising teachers’ opinions about activities of teaching practice in elementary schools. Ankara University, Journal of Faculty of Educational Sciences, 38(1), 43-71.
  • Gündoğdu, K., Bay, E., Coşkun, Z. S., & Albez, C. (2010). The opinions and expectation of teacher trainee about teaching practice. Journal of Bayburt Faculty of Education, 5(1), 55-67.
  • Güven, İ. (2004). A qualitative study of perceptions of prospective social studies teachers towards school practices. Educational Sciences in Theory and Practice, 4(2), 271-300. https://doi.org/10.17943/etku.61026
  • Karamusatafaoğlu, O., & Akdeniz, A. R. (2002, Eylül). Fizik öğretmen adaylarının kazanmaları beklenen davranışları uygulama okullarında yansıtabilme olanakları [Opportunities to reflect the behaviors expected to be acquired by physics teacher candidates in practice schools]. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara.
  • Kiraz, E., & Uyangör, N. (1999, Kasım). Öğretmenlik uygulamalarında okul deneyimi: sorunlar ve çözüm önerileri [School experience in teaching practices: problems and solutions]. Uluslararası Öğretmen Yetiştirme Sempozyumu, Çanakkale.
  • Lee, J. C. K., Walker, A., & Bodycott, P. (2000). Pre-service primary teachers' perceptions about principals in Hong Kong: Implications for teacher and principal education. Asia-Pacific Journal of Teacher Education, 28(1), 53-67. https://doi.org/10.1080/135986600109444
  • Paker, T. (2000). Teaching practice from student teachers’ perspective. Çukurova University Journal of Social Sciences Institute, 6(6), 111-118.
  • Paker, T. (2008). Problems of student teachers regarding the feedback of university supervisors and mentors during teaching practice. Pamukkale University Faculty of Education Journal, 1(23), 132-139.
  • Saka, M. (2019). Evulations of science teachers regarding the classes of school experience and teaching practices Elementary Education Online, 18(1), 127-148. https://doi.org/10.17051/ilkonline.2019.527173
  • Sarıçoban, A. (2008). Opinions of both the ELT practicum teachers and the ELT student-teachers on the school experience courses and the practicum course. Journal of Gazi University Gazi Education Faculty, 28(3), 31-55.
  • Sarıtaş, M. (2007). Evaluation of the opinions about the benefits of the application of experience to the teacher candidates. Journal of Uludag University Faculty of Education, 20(1), 121-143.
  • Selçuk, Z. (2000). Okul deneyimi ve uygulama: Öğretmen ve öğrenci davranışlarının gözlenmesi [School experience and practice: Observing teacher and student behavior]. Ankara: Nobel Yayıncılık.
  • Sılay, İ., & Gök, T. (2004, Temmuz). Öğretmen adaylarının uygulama okullarında karşılaştıkları sorunlar [Problems faced by pre-service teachers in practice schools]. XIII. Ulusal Eğitim Bilimleri Kurultayı, Malatya.
  • Ülger, K. (2021). An investigation on encountered problems and solution suggestions in the teaching application course process. Journal of National Education, 50(232), 71-87. https://doi.org/10.37669/milliegitim.726429
  • Yavuz, D. (2019). A research about of philosophy teacher’s school experience and the subjects of teaching practice. Journal of the Institute of Social Sciences of Kafkas University, 2, 135-154. https://doi.org/10.9775/kausbed.2019.023
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.

Opinions of Social Studies Teacher Candidates on Teaching Practice Process

Year 2023, Volume: 11 Issue: 1, 12 - 28, 04.07.2023
https://doi.org/10.47215/aji.1264520

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.

References

  • Akkoç, V. (2003). The Determination of problems that student of candidate for teacher. Who educated in physical education and sport faculty in Turkey, encountered in experience of school I, II and practice of teaching lessons and solution proposals (Unpublished master thesis). Dumlupınar University Social Sciences Institute, Kütahya.
  • Akpınar, M., Çolak, K., & Yiğit, E. Ö. (2014). Cooperating teachers’ opinions about social studies pre-service teachers’ competencies in teaching practice course. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 36(36), 41-67.
  • Aksu, M. B., & Demirtaş, H. (2006). Opinions of student teachers upon school experience II course. Journal of the Faculty of Education, 7(11), 3-21.
  • Bağcıoğlu, G. (1997). Opinions of lecturers and students about the teaching practice course in general, vocational and technical education faculties (Unpublished master thesis). Hacettepe University Educational Sciences Institute, Ankara.
  • Bektaş, M., & Can, A. A. (2019). Equipping the classroom teachers with mentorship tasks and responsibilities, Education and Science, 44(200), 23-45. http://dx.doi.org/10.15390/EB.2019.8251
  • Can, N. (2005). The problems of the new regulation on the management of teaching practice and encountered. Erciyes University Journal of Social Sciences Institute, 11, 239-262.
  • Çepni, O., Aydın, F., & Şahin, V. (2015). Prospective geography teachers' views about teaching practice course. Cumhuriyet International Journal of Education-CIJE, 4(1), 35-49. https://doi.org/10.30703/cije.321361
  • Çetintaş, B., & Genç, A. (2005). Wievs and experiences of prospective German language teachers on practicum courses. Journal of Hacettepe University Faculty of Education, 29, 75-84.
  • Çetinkaya, E., & Kılıç, D. (2017). Effectiveness of teaching practice course according to school administrators, class teacher and teacher candidate opinions. Journal of Atatürk University Institute of Social Sciences, 21(2), 561-571.
  • Çevik, C., & Alat, K. (2012). Developing a practice teaching course attitude scale for supervising teachers’. Journal of Uludag University Faculty of Education, 25(2), 359-380.
  • Dursun, Ö. Ö., & Kuzu, A. (2008). Opinions of teacher candidates and supervisors regarding problems experienced in teaching practice. Journal of Selçuk University Ahmet Keleşoğlu Faculty of Education, 25, 159-178.
  • Gökçe, E., & Demirhan, C. (2005). Teacher candidates and supervising teachers’ opinions about activities of teaching practice in elementary schools. Ankara University, Journal of Faculty of Educational Sciences, 38(1), 43-71.
  • Gündoğdu, K., Bay, E., Coşkun, Z. S., & Albez, C. (2010). The opinions and expectation of teacher trainee about teaching practice. Journal of Bayburt Faculty of Education, 5(1), 55-67.
  • Güven, İ. (2004). A qualitative study of perceptions of prospective social studies teachers towards school practices. Educational Sciences in Theory and Practice, 4(2), 271-300. https://doi.org/10.17943/etku.61026
  • Karamusatafaoğlu, O., & Akdeniz, A. R. (2002, Eylül). Fizik öğretmen adaylarının kazanmaları beklenen davranışları uygulama okullarında yansıtabilme olanakları [Opportunities to reflect the behaviors expected to be acquired by physics teacher candidates in practice schools]. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara.
  • Kiraz, E., & Uyangör, N. (1999, Kasım). Öğretmenlik uygulamalarında okul deneyimi: sorunlar ve çözüm önerileri [School experience in teaching practices: problems and solutions]. Uluslararası Öğretmen Yetiştirme Sempozyumu, Çanakkale.
  • Lee, J. C. K., Walker, A., & Bodycott, P. (2000). Pre-service primary teachers' perceptions about principals in Hong Kong: Implications for teacher and principal education. Asia-Pacific Journal of Teacher Education, 28(1), 53-67. https://doi.org/10.1080/135986600109444
  • Paker, T. (2000). Teaching practice from student teachers’ perspective. Çukurova University Journal of Social Sciences Institute, 6(6), 111-118.
  • Paker, T. (2008). Problems of student teachers regarding the feedback of university supervisors and mentors during teaching practice. Pamukkale University Faculty of Education Journal, 1(23), 132-139.
  • Saka, M. (2019). Evulations of science teachers regarding the classes of school experience and teaching practices Elementary Education Online, 18(1), 127-148. https://doi.org/10.17051/ilkonline.2019.527173
  • Sarıçoban, A. (2008). Opinions of both the ELT practicum teachers and the ELT student-teachers on the school experience courses and the practicum course. Journal of Gazi University Gazi Education Faculty, 28(3), 31-55.
  • Sarıtaş, M. (2007). Evaluation of the opinions about the benefits of the application of experience to the teacher candidates. Journal of Uludag University Faculty of Education, 20(1), 121-143.
  • Selçuk, Z. (2000). Okul deneyimi ve uygulama: Öğretmen ve öğrenci davranışlarının gözlenmesi [School experience and practice: Observing teacher and student behavior]. Ankara: Nobel Yayıncılık.
  • Sılay, İ., & Gök, T. (2004, Temmuz). Öğretmen adaylarının uygulama okullarında karşılaştıkları sorunlar [Problems faced by pre-service teachers in practice schools]. XIII. Ulusal Eğitim Bilimleri Kurultayı, Malatya.
  • Ülger, K. (2021). An investigation on encountered problems and solution suggestions in the teaching application course process. Journal of National Education, 50(232), 71-87. https://doi.org/10.37669/milliegitim.726429
  • Yavuz, D. (2019). A research about of philosophy teacher’s school experience and the subjects of teaching practice. Journal of the Institute of Social Sciences of Kafkas University, 2, 135-154. https://doi.org/10.9775/kausbed.2019.023
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
There are 28 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Makaleler
Authors

İlyas Kara 0000-0003-4755-0037

Ahmet Tokmak 0000-0002-3902-5825

Ahmet İnanoğlu 0000-0001-9993-0686

Publication Date July 4, 2023
Published in Issue Year 2023 Volume: 11 Issue: 1

Cite

APA Kara, İ., Tokmak, A., & İnanoğlu, A. (2023). Opinions of Social Studies Teacher Candidates on Teaching Practice Process. Asya Öğretim Dergisi, 11(1), 12-28. https://doi.org/10.47215/aji.1264520

ASIAN JOURNAL OF INSTRUCTION

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