Okul Öncesi Öğretmenlerinin Matematik Yeterliğiyle İlgili Görüşlerinin İncelenmesi

Year 2023, Volume: 17 Issue: Özel Sayı, 624 - 645, 20.10.2023

Mehmet Gülburnu

https://doi.org/10.17522/balikesirnef.1355978

Cited By: 1

Abstract

Bu çalışmanın amacı okul öncesi öğretmenlerin matematik yeterliliği bağlamında matematik öz-yeterliğine, matematik öğretme öz-yeterliliğine ve yeterliliği etkileyen faktörlere yönelik görüşlerini incelemektir. Çalışma 2022-2023 öğretim yılında Türkiye’nin Akdeniz Bölgesi’nde bulunan Mersin ilindeki resmi okullarda görev yapan 10 okul öncesi öğretmeni ile gerçekleştirilmiştir. Özel durum yaklaşımı ile yürütülen çalışmada katılımcılar farklı okul türlerinde ve farklı mesleki deneyime sahip öğretmenlerden oluşturulmuştur. Betimsel yöntemlerle yapılan analizler sonucu öğretmenlerin görüşleri belli temalar altında toplanmıştır. Çalışmanın sonuçları okul öncesi öğretmenlerinin matematik yeterliliğini matematik öz-yeterliliği ve matematik öğretme öz-yeterliliğini bağlamında ele aldıkları, içsel ve dışsal faktörlerin yeterlilik üzerinde etkili olduklarını ve kendilerini yeterli bulup bulmadıkları üzerinde de değişik parametrelere göre değerlendirdiklerini ifade etmişlerdir. Bu bağlamda matematik yeterliliği üzerine yapılacak araştırmalara öncülük edecek öneriler sunulmuştur.

Keywords

okul öncesi öğretmenleri, matematiksel yeterlilik, matematik öz-yeterliliği, matematik öğretme öz-yeterliliği

Examination of Preschool Teachers' Views on Mathematics Efficacy

Abstract

The aim of this study is to examine preschool teachers' views on mathematics self-efficacy, mathematics teaching self-efficacy, factors affecting efficacy, and their own mathematics proficiency levels in the context of mathematics efficacy. The study was conducted with 10 preschool teachers working in public schools in the Mediterranean Region of Turkey in the 2022-2023 academic year. In the study where the case study was adopted, the participants were teachers from different school types and with different professional experiences. The results of the study revealed that preschool teachers consider mathematics efficacy in the context of mathematics self-efficacy and mathematics teaching self-efficacy. However, they stated that internal and external factors are effective on mathematics efficacy. In addition, different parameters played a role in whether they found themselves competent in mathematics efficacy. Depending on the results of the study, various suggestions have been presented that will lead to research on mathematics efficacy.

Keywords

preschool teachers, mathematical efficacy, mathematics self-efficacy, mathematics teaching self-efficacy, teachers

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