Öğretmen Öğrenmesi ve Matematikteki Yeri

Abstract

Bu araştırmada öğretmen öğrenmesi ve özel olarak matematik öğretimindeki yeri incelenmiştir. Bu amaçla hem ulusal hem de uluslararası alan yazında öğretmen öğrenmesinin ne anlama geldiğine ve nasıl geliştirildiğine yönelik çalışmaların analizi yapılmıştır. Analiz sonucunda öğretmen öğrenmesi ile ilgili ulusal boyutta yapılan çalışmaların sayısının oldukça az olduğu dikkat çekmiştir. İncelenen araştırmalar çerçevesinde mesleki gelişim bileşenlerinden öğretmen öğrenmesinin, mesleki gelişimin önemli bir bileşeni olduğu ve gelişimi için sistematik adımların izlenmesi gerektiği tespit edilmiştir. Ayrıca iyi planlanmış öğretmen öğrenmesi programlarının öğretmenin inanç, tutum ve davranışlarında meydana getireceği değişikliklerin sınıf içine yansımasının öğrenci öğrenmesinin pozitif yönde değişimi ile sonuçlanacağı ortaya koyulmuştur. Son olarak konu ile ilgilenen araştırmacılar, ülkelerin öğretmen öğrenmesi için ortaya attığı modellerin uluslararası uyarlama çalışmalarından ziyade, her ülkenin kendi koşullarında güncelleme çalışmaları yapılmasının daha faydalı olacağını ifade etmişlerdir.

Keywords

• Öğretmen öğrenmesi
• Öğretmen değişimi
• Mesleki gelişim
• Öğretmen eğitimi
• Matematik eğitimi

Teacher Learning and Its Place in Mathematics Teaching

Abstract

In this study, teacher learning and its special place in mathematics teaching were examined. For this purpose, an analysis of the studies on what teacher learning means and how it is developed in both national and international literature has been analyzed. As a result of the analysis, it was noted that the number of national studies on teacher learning is quite low. Within the framework of the researches, it was determined that teacher learning, which is one of the professional development components, is an important component of professional development and systematic steps should be followed for its development. In addition, it has been revealed that the reflection of the changes in the teacher's beliefs, attitudes and behaviors of well-planned teacher learning programs into the classroom will result in a positive change in student learning. Finally, the researchers who are interested in the subject find it more beneficial to carry out update studies in each country's own conditions, rather than the international adaptation studies of the models developed by the countries for teacher learning.

Keywords

• Teacher learning
• Teacher change
• Professional development
• Teacher education
• Mathematics education

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