Öğretmen Adaylarının Görüşlerine Göre Değerlendirme Sürecinde Örtük Program İzleri

Abstract

Eğitimde resmi programda açıkça belirtilmediği halde öğrenci davranışlarını etkileme gücü olan örtük program eğitim sürecinin farklı unsurlarını etkileme gücüne sahiptir. Değerlendirme ise bu süreçlerden birini oluşturmaktadır. Değerlendirme süreci kapsamında öğretmenlerin sınıf içi uygulamalarının, öğretmen adaylarının görüşlerine göre örtük program açısından incelenmesi bu araştırmanın amacını oluşturmaktadır. Bu doğrultuda nitel araştırma yöntemlerinden olgubilim desenine uygun olarak gerçekleştirilen çalışmanın, araştırma grubunu Türkiye’nin Kuzey batısında yer alan orta ölçekli bir üniversitede fen bilgisi, sınıf, okul öncesi, matematik, Türkçe, sosyal bilgiler ve rehberlik ve psikolojik danışmanlık öğretmenliği bölümlerinde eğitimlerine devam eden 30 öğretmen adayı oluşturmaktadır. Araştırmanın verileri araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu ile elde edilmiştir. Formlardan elde edilen verilerin analizinde içerik analizi kullanılmıştır. Öğretmen adayları ile gerçekleştirilen görüşmeler bağlamında öğretmenlerin değerlendirme sürecinde örtük programı farklı durumlarla ilişkilendirdikleri ortaya çıkmıştır. Bu durumlar, değerlendirme sürecine dair öğretmen adaylarından bir takım kural ve beklentileri olduğu, sınıf içi bazı uygulamalar ve değerlendirme sürecinde dikkate almış oldukları unsurlar şeklindedir.

The Hidden Curriculum Traces in The Process of Evaluation in Line with the Views of Teacher Candidates

Abstract

Although not explicitly stated in the official curriculum, the hidden curriculum, has the power to affect different elements of the education process. Evaluation is one of these processes. This research aimed to examine the classroom practices of the teachers in terms of the hidden curriculum within the scope of the evaluation process of the teacher candidates. The research group of the study, which was carried out by the qualitative research method, consisted of 30 teacher candidates who continued their education in science education, Primary school, early childhood, Turkish language, social sciences education, and guidance and psychological counseling departments in a medium-sized university in Türkiye. The data of the research were obtained with a semi-structured interview form. Content analysis was used in the analysis of the data obtained from the forms. The findings revealed that the teachers associated the hidden curriculum with different situations in the evaluation process. The findings further illustrated that obeying the rules and expectations of teachers was effective in their perceptions of successful students. In addition, the findings found out that some factors were effective within the scope of the hidden curriculum for assessment and that the teachers gave hints before the exam.

Keywords

• Curriculum
• Evaluation process
• Hidden curriculum
• Phenomenology
• Teacher-student interaction.

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