A Critical Look at the Training Process in the Department of Education of the Hearing- Impaired as a Teacher Educator: Self-Study Research

Abstract

In related literature, there are various studies focusing on teacher educators’ competencies. It is stated that newly-employed teacher educators should certainly undergo a training process to acquire the necessary competencies in conducting the teaching practices. The purpose of the present study was to examine the training process from a critical perspective as a teacher educator, who was also the author of this paper, employed in 2007 as a faculty member in the department of Education of the Hearing-Impaired at Anadolu University. The study was designed based on the self-study approach in which researchers report their experiences critically and comparatively. The author used the reflections he made in the research process as a data source. Analysis of the data collected was carried out regarding the research questions as themes. In the process of analysis, in order to prevent data loss and to avoid incorrect coding in the phase of coding, the faculty members experienced in the process were asked for their help. As a result of the analysis conducted, three themes were obtained at the end of the training process: teacher educator, elementary school teacher and the contributions of considering the two areas simultaneously to my professional development and experiences. Depending on the themes and findings obtained, the important characteristics of the training process included monitoring constantly in cooperation, providing feedback-based support, providing flexibility, providing rich experiences in every step, creating awareness, making reflections and maintaining balanced learning. Based on these results, the author suggested not only conducting a comprehensive study on the application processes and professional experiences of teacher educators in Turkey but also developing a standard teacher education program accordingly.

Keywords

• Teacher education, teaching practices, new teacher educator, elementary school teacher of the hearing-impaired, self-study, professional development

İşitme Engelliler Öğretmenliği Programında Öğretmen Eğitimcisi Olarak Yetişme Sürecine Eleştirel Bakış: Öz-Değerlendirme Araştırması

Abstract

Hizmet öncesi öğretmen yetiştirme programlarında öğretmen eğitimcilerinin yeterlilikleri sıklıkla vurgulanmaktadır. Dolayısıyla göreve yeni başlayan öğretmen eğitimcilerinin, öğretmenlik uygulama çalışmalarını yürütme yeterliliklerine sahip olmaları için mutlaka bir yetişme sürecinden geçmeleri gerektiği ifade edilmektedir. Bu makalenin amacı yazarın 2007 yılından itibaren öğretim elemanı olarak görev yaptığı Anadolu Üniversitesi, İşitme Engelliler Öğretmenliği Anabilim Dalı’nda dahil olduğu öğretmen eğitimcisi olarak yetişme sürecini eleştirel bakış açısı ile incelemektir. Makale araştırmacıların/öğretmen eğitimcilerinin deneyimlerini eleştirel, karşılaştırmalı olarak ele aldıkları öz değerlendirme yaklaşımına dayalı desenlenmiştir. Araştırma veri kaynağı olarak yazarın araştırma sürecinde yazdığı araştırmacı günlüğünden yararlanılmıştır. Elde edilen veriler analizi araştırma soruları tema olarak kabul edilerek gerçekleştirilmiştir. Analiz sürecinde kodlama aşamasında özellikle veri kaybını önlemek, yanlış kodlamadan kaçınmak amacıyla süreçteki deneyimli öğretim elemanlarından destek alınmıştır. Gerçekleştirilen analiz sonucunda araştırmacının yetişme sürecinin sonunda öğretmen eğitimcisi, sınıf öğretmeni ve her iki alanın eş zamanlı olarak ele alınmış olması bağlamında deneyimlerine ve mesleki gelişime olan katkıları şeklinde üç temel tema ortaya çıkmıştır. Elde edilen tema ve bulgulardan yola çıkarak yetişme sürecinin öne çıkan önemli özellikler; işbirliği ile destekleme, sürekli izleme ve geri bildirimlere dayalı destekleme, esnek, her adımda zengin yaşantılar sağlanarak farkındalık yaratmaya dayalı, yansıtmalı ve dengeli öğrenmenin gerçekleştirilmesi şeklindedir. Bu sonuçlardan yola çıkarak, Türkiye eğitim sisteminin her alanında öğretmen yetiştirme sorumluluğunu alacak öğretmen eğitimcilerinin mutlaka bir yetişme sürecinden geçmeleri gerektiği vurgulanmıştır. Ayrıca Türkiye’de öğretmen eğitimcilerinin mesleki deneyim ve uygulama süreçlerine ilişkin geniş çaplı bir araştırmanın gerçekleştirilmesi önerilmiştir.

Keywords

• Öğretmen yetiştirme, öğretmenlik uygulama çalışmaları, yeni öğretmen eğitimcisi, işitme engelliler sınıf öğretmeni, öz-değerlendirme, mesleki gelişim

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