Okul Öncesi Öğretmen Adaylarının Öğretmenlik Uygulaması Yoluyla Fen Öğretimine Yönelik Özgüvenlerindeki Değişim

Year 2023, Volume: 56 Issue: 2, 461 - 493, 26.07.2023

Elif Buldu

https://doi.org/10.30964/auebfd.1124337

Abstract

Okul öncesi öğretmen adaylarının fen öğretimine karşı özgüvenlerinin öğretmenlik uygulaması dersi aracılığıyla nasıl değiştiğini araştırmak amacıyla yapılan bu araştırma, nitel bir durum çalışmasıdır. Bu çalışma, öğretmenlik eğitimi programlarının bir parçası olarak, öğretmenlik uygulaması dersine kayıtlı olan 15 son sınıf okul öncesi öğretmen adayı ile birlikte yapılmıştır. Mevcut çalışma, öğretmen adaylarının deneyimleri aracılığıyla öğrenme fırsatına sahip oldukları gerçeği dikkate alınarak oluşturulmuştur. Katılımcılar, bu amaçla diğer disiplinlerle bağlantılı beş farklı fen etkinlik planı geliştirmiş ve bu fen etkinliklerini gerçek bir sınıf ortamında farklı zamanlarda uygulamışlardır. Fen öğretimi sürecinde katılımcıların özgüvenlerindeki değişimi araştırmak amacıyla bireysel ön ve son görüşmeler yapılmıştır. Veri analizi sonucunda dört ana tema ortaya çıkmıştır: 1) Bilgi birikimi ve fene karşı ilgi, 2) Fen öğretimini gerçek bir sınıf ortamında deneyimleme, 3) Öğretmenlik uygulaması dersinden beklenti, 4) Fen etkinlikleri hazırlarken ve öğretirken hissedilen duygular. Çalışmanın bulguları, öğretmenlik uygulaması dersinin öğretmen adaylarının fen öğretimine olan özgüvenlerini artırmada ve fen hakkındaki ilgi ve duygularını değiştirmede yardımcı olduğunu ortaya koymuştur. Çalışmanın bulguları, öğretmen eğitiminde deneyim yoluyla öğrenmenin ve dersler içeriğinde yer verilecek olan uygulamaların önemini bir kez daha vurgulamıştır.

Keywords

Öğretmen eğitimi, fen öğretimi, özgüven, öğretmenlik uygulaması dersi, okul öncesi öğretmen adayları

Changes in Pre-service ECE Teachers’ Self-Confidence in Science Teaching Through Teaching Practice Course

Abstract

TTo investigate how pre-service early childhood education (ECE) teachers’ self-confidence in teaching science was changed through their teaching practice course, a qualitative case study research design was used in the current study. The study involved 15 senior pre-service ECE teachers who were enrolled in a teaching practice course as part of their teacher education program. The study was created with their experiential learning opportunities in account. Participants developed five distinct science activity plans that are connected with several other disciplines and implemented their science activities in a real classroom environment for this purpose. Individual pre and post-interviews were conducted with them to investigate the change in their self-confidence in teaching science. The data analysis revealed four major themes: 1) prior knowledge and interest in science, 2) experience of teaching science in a real classroom, 3) expectation from teaching practice course, and 4) feelings when preparing activities and teaching science. The study’s findings revealed that a teaching practice course was quite helpful in enhancing preservice teachers' self-confidence in science teaching and changing their interests and feelings about science. The study's findings improved understanding of the importance of experiential learning and practicing in teacher education.

Keywords

Teacher education, science teaching, self-confidence, teaching practice course, pre-service ECE teachers

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