Öğretmen Adaylarının Araştırma-temelli Öğrenme ile Yürütülen Kuramsal Bir Derste Yapılandırmacı Kurama İlişkin Deneyimleri

Year 2020, , 135 - 155, 30.01.2020

Sıtkıye Kuter Bekir Özer

https://doi.org/10.14689/issn.2148-2624.1.8c.1s.7m

Abstract

Bu çalışma, bir öğretmen eğitimi programında kuramsal bir dersin bir parçası olarak öğretmen adaylarının ortaöğretim okullarında öğretim süreçlerinde yapılandırmacı kuramın ne kadar uygulandığını araştırmaları sonucunda neler öğrendiklerini incelemeyi amaçlamıştır. Çalışmanın katılımcılarını ‘Öğretme-Öğrenme Kuram ve Yaklaşımları’ dersini alan 28 öğretmen adayı oluşturmuştur. Nitel veriler görüşmeler ve yansıtıcı raporlarla, nicel veriler ise öğretmen adaylarının yazdığı raporların dereceli puanlama anahtarıyla değerlendirilmesi sonucu toplanmıştır. Bulguların güvenilirliği çeşitleme, uzman incelemesi ve çoklu kodlama yoluyla sağlanmıştır. Bulgular, öğretmen adaylarının araştırma-temelli öğrenmeye katılmaları sonucunda, yapılandırmacı kuram ve uygulamayı birbirine bağlayarak öğretim süreçleri ile ilgili kuramsal farkındalık ve anlayış kazandıklarını, yapılandırmacı kuramın uygulanmasını engelleyen etmenlerin farkına vardıklarını ve araştırma yapmaya ilişkin bilgi ve becerilerini geliştirdiklerini göstermiştir.

Keywords

Araştırma-temelli öğrenme, öğretmen eğitimi programı, öğretmen adayları, mesleki gelişim, kuram-uygulama bağlantısı

Student Teachers’ Experiences of Constructivism in a Theoretical Course Built on Inquiry-based Learning

Abstract

. This study aimed to examine what student teachers at a teacher education program, in a theoretical course built on inquiry-based learning, learned as a result of inquiring the extent of implementation of constructivist theory in instructional processes in secondary schools. The participants involved all student teachers (28) taking ‘Teaching-Learning Theories and Approaches’ course. Qualitative data were gathered via interviews and reflective reports, while quantitative data were collected by evaluating student teachers’ reports using project evaluation rubric. The trustworthiness of the findings was ensured via triangulation, peer debriefing, and multiple coding. The findings showed that, as a result of student teachers’ engagement in inquiry, they gained theoretical awareness and understanding of the instructional processes through linking theory and practice of constructivism, became aware of the factors limiting the implementation of constructivist theory, and developed their knowledge and skills related to conducting inquiry.

Keywords

Inquiry-based learning, teacher education program, student teachers, professional development, theory-practice link

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