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Abstract

The quality of education is significantly depends on the quality of teachers. In the teaching environment, to define the objectives and appropriate behaviors, to arrange the environment where these will take place and the quality of teacher who takes the responsibility of assessing these dimensions depend on the teaching skills that the teacher will gain in pre-service and in-service trainings. In order to get these skills gained, and accordingly, improve the quality of teacher education, the basic form of micro-teaching as part of an experimental program was originally developed at Stanford University in 1960s. The aim of the study is to determine the role and the benefits of micro-teaching in teacher education. In accordance with this purpose, the approaches related to micro-teaching in foreign literature have been revealed; the stages, benefits, limitations and what the most appropriate guidelines for the best use of this technique might be, will be focused on in this study. In our country, it is compulsory to provide the suitable environment both in teacher education institutions and teacher employing institutions for the use of micro-teaching technique in teacher education in which the quality aspect has recently gained importance. Such an environment will provide the teacher to gain the required roles and behaviors of the profession in pre-service period and will make the teacher ready for the profession

Keywords

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ÖĞRETMEN EĞİTİMİNDE MİKRO-ÖĞRETİM VE FARKLI YAKLAŞIMLAR

Abstract

Eğitimin niteliği, önemli ölçüde öğretmenin niteliğine bağlıdır. Öğretim ortamında, hedefleri ve uygun davranışları saptama, bunların gerçekleşeceği ortamı düzenleme ve bu boyutlara ilişkin değerlendirme sorumluluğu taşıyacak öğretmenin niteliği, hizmet öncesinde ve hizmet içinde kazanacağı öğretim becerilerine bağlıdır. Bu becerilerin kazandırılması ve dolayısıyla öğretmen eğitiminde kaliteyi artırmak amacıyla, deneysel bir programın parçası olarak Mikro-öğretim Tekniğinin temel biçimi, orijinal olarak, 1960’larda Stanford Üniversitesi’nde geliştirilmiştir. Araştırmanın amacı, Mikro-öğretim tekniğinin öğretmen eğitimindeki yerini ve sağladığı yararları saptamaktır. Bu amaç doğrultusunda, yabancı literatürde mikro-öğretimle ilgili yaklaşımlar ortaya konulacak; bu tekniğin aşamaları, yararları, sınırlılıkları ve en iyi kullanım için ilkelerin neler olabileceği üzerinde durulacaktır. Ülkemizde artık nitelik boyutunun önem kazandığı öğretmen eğitiminde Mikro-öğretim tekniğinin kullanımı için, hem öğretmen yetiştiren kurumlarda hem de öğretmen istihdam eden kurumlarda gerekli ortamın sağlanması zorunludur. Böyle bir ortam, öğretmenin hizmet öncesinde mesleğin gerektirdiği rol ve davranışları kazanmasını sağlayacak; mesleğe daha hazır hale getirecektir.

Keywords

• Öğretmen, Öğretmen eğitimi, Mikro-öğretim

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