Ortaokul Matematik Öğretmenlerinin Öğrencilerinin Sosyo-akademik Geçmişleri Hakkındaki Bilgisi

Year 2017, Volume: 11 Issue: 2, 109 - 135, 18.12.2017

Özlem Albayrakoğlu Selda Yıldırım

https://doi.org/10.17522/balikesirnef.373156

Abstract

Bu çalışmanın
amacı, Türkiye'de ortaokul matematik öğretmenlerinin öğrencilerinin
sosyo-akademik geçmişleri hakkındaki bilgilerini incelemektir. Çalışma, nitel
araştırma desenlerinden durum çalışmasıdır. Amaçlı örneklemeyle seçilen
ortaokul matematik öğretmenleriyle görüşmeler yapılmış, elde edilen veriler
içerik analiziyle çözümlenmiş ve yorumlanmıştır. Elde edilen sonuçlara göre, öğretmenlerin
öğrenci sosyo-akademik bilgisi; öğrencilerin güçlü ve zayıf yönleri, önceki
öğretmelerle olan geçmişi, öğrenme yolları, öğretim hayatındaki durumları,
ilgileri ve ders dışı aktiviteleri, aile yapıları, ev ortamı ve bireysel
özelliklerinden oluşmaktadır. Sonuçlar, öğretmenlerin bu bilgilerini, öğretim
etkinlikleri sırasında, meslektaşlarla ve ailelerle konuşarak, öğrencilerle
öğretim dışında konuşarak, empati kurarak, tecrübelerine dayanarak, teknoloji kullanarak,
öğretim dışında öğrenci davranışlarını gözleyerek, öğrencinin arkadaşlarıyla
konuşarak elde ettiklerini göstermiştir. Öğretmenlerin bu bilgileri öğretim
sürecinde, uyarlama yapmak, ilişkilendirmek, hazırlık yapmak, bilgiyi
hatırlamak ve uygun kararı almak, öğrencilerin ihtiyaçlarının farkında olup
dikkate almak ve öğrencileri dahil etmek için kullandıkları görülmüştür.
Ayrıca, öğretmenler bu bilgiyi elde ederken ve kullanırken zorluklarla
karşılaşmaktadırlar.

Keywords

öğretmenin öğrenci bilgisi, öğrenci sosyo-akademik geçmişi, ortaokul matematik öğretmeni

Middle School Mathematics Teachers' Knowledge on Their Students' Socio-academic Backgrounds

Abstract

The aim of this study was to examine the middle
school mathematics teachers knowledge about their students' socio-academic
backgrounds in Turkey. In this case study, interviews were performed with
mathematics teachers whom selected by purposeful sampling. Content analysis
were used to analyze the data. According to participant teachers,
socio-academic knowledge consists of the students’ strengths and challenges,
students’ histories with previous teachers, students’ places on the learning
continuum and students’ ways of learning, students' interests and
extracurricular activities, family dynamics and home environment, and
personality traits of the students. It was found out that participant teachers
have obtained this knowledge through instructional talk, talking to colleagues
and family, having non-instructional talk with students, observing and
listening to students outside the classroom, using empathy, talking with
friends, reflecting on  prior experiences
and  using internet. In addition, they
use this knowledge in the teaching process for adjusting, connecting,
preparing, recognizing and responding students' needs and engaging students.
They also experience some difficulties when obtaining and using this knowledge.

Keywords

teachers’ knowledge of student, students' socio-academic backgrounds, middle school mathematics teachers

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