İşbirlikli Planlama ve Uygulama Döngüsü ile Öğretmen Adaylarının Matematiği Öğretme Becerilerinin Desteklenmesi

Öz

Bu çalışma, "İşbirlikli Planlama ve Uygulama Döngüsü (IPUD)" süreci kapsamında öğretmen adaylarının deneyimlerini ve mesleki becerilerindeki gelişimi incelemeyi amaçlamaktadır. Araştırma, nitel bir durum çalışması deseni kullanarak tek bir durum ve analiz birimi üzerinde yapılmıştır. Katılımcılar, ölçüt örnekleme yöntemiyle belirlenen sınıf öğretmenliği lisans programının üçüncü sınıfındaki dört öğretmen adayıdır. Çalışmada, üç veri toplama aracı kullanmıştır: hazırlık süreci raporları, ders planları ve yansıtıcı değerlendirme raporları. Her bir araç, işbirlikli planlama ve uygulama döngüsünün aşamaları temelinde özelleştirilmiştir. Veri analizi açık kodlama, sınıflandırma ve alt kategorilere ayrıştırma adımlarıyla gerçekleştirilmiştir. Araştırmanın sonuçları, öğretmen adaylarının hazırlık çalışmalarında gereklilikleri daha detaylı ele alabilme konusunda yeterlik kazandığını göstermiştir. Adaylar tarafından geliştirilen planların çoğunun boyutların gerekliliklerine sahip olduğu görülmüştür. Adayların yansıtıcı raporları ise çeşitli kazanımlar sağladığını ortaya koymaktadır. Sonuç olarak, IPUD süreci, öğretmen adaylarının matematik öğretme becerilerini desteklemekte ve geliştirmekte etkili bir araç olarak görülmektedir. Araştırmanın bulguları, öğretmen eğitim programlarına dair öneriler sunmaktadır.

Anahtar Kelimeler

• Matematik Öğretimi
• Öğretmen Eğitimi Programı
• Kuram ve Uygulama Entegrasyonu
• İşbirlikli Planlama
• Farklılaştırılmış Öğretim.

Developing Pre-Service Teachers on Teaching Mathematics through Collaborative Planning and Implementation

Abstract

This study aims to examine the experiences of teacher candidates and their professional skill development within the scope of the "Collaborative Planning and Implementation Cycle (CPIC)" process. The research was conducted using a qualitative case study design, focusing on a single case and a single unit of analysis. The participants were four teacher candidates in the third year of the primary school teaching undergraduate program, selected through criterion sampling. Three data collection instruments were utilized in the study: preparation for planning reports, lesson plans, and reflective assessment reports. Each instrument was customized based on the stages of the collaborative planning and implementation cycle. Data analysis was conducted through open coding, classification, and sub-categorization steps. The findings of the study demonstrate that the teacher candidates have gained competence in addressing the requirements more comprehensively through their preparation work. It was observed that most of the plans developed by the candidates met the requirements of the dimensions. The reflective reports provided by the candidates revealed various achievements. Consequently, the CPIC process is considered an effective tool in supporting and enhancing the mathematical teaching skills of teacher candidates. The findings of the study offer recommendations for teacher education programs.

Keywords

• Mathematics Teaching
• Teacher Education
• Theory and Practice
• Collaborative Planning
• Differentiated Instruction.

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