Yapılandırmacı Öğretimde Sınıf Öğretmenlerinin Öğrenme/Öğretmeye Yönelik İnançları ve Sınıf Yönetimi Uygulamaları

Year 2020, Issue: 2, 328 - 351, 01.08.2020

Somayyeh Radmard

Abstract

Bu çalışmada, yapılandırmacı öğretim bağlamında sınıf öğretmenlerinin öğrenme/öğretmeye yönelik inançlarını ve bu inançların sınıf yönetimi uygulamalarına yansıma durumları incelenmiştir. Çalışma nitel araştırma perspektifinde, bir durum çalışması olarak gerçekleştirilmiştir. Bu amaçla, sınıf öğretmenlerinin pedagojik inançları ve sınıf yönetimi uygulamalarına yönelik derinlemesine bir anlayış elde etmek amacıyla seçilmiş katılımcılar ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Görüşmeler yoluyla toplanan verileri desteklemek adına metaforik akıl yürütme formu ile ikincil veriler de toplanmıştır. Görüşme sorularına verilen cevapların analizinde, katılımcı öğretmenlerin öğrenme/öğretmeye yönelik yapılandırmacı pedagojik inançlar taşıdığı görülmüştür. Sınıf yönetimi uygulamalarının ise yapılandırmacı pedagojik inanç sistemlerinden ciddi derecede etkilendiği ve buna göre şekillendiği tespit edilmiştir. Bu çalışmada, esas itibariyle, öğretmenlerin sınıf yönetimi uygulamalarının temel belirleyicisi, onların öğrenme ve öğretme olgusunu nasıl algıladıkları ile ilgili olduğu düşünülmektedir. Dolayısıyla bu bağlamda, öğretmen eğitimi adına çeşitli önerilerde bulunulmuştur

Keywords

Yapılandırmacı öğrenme, Öğrenme/öğretmeye yönelik inanç sistemi, Sınıf yönetimi uygulamaları

Teachers’ Pedagogical Beliefs and Classroom Management Practices in Constructivist Teaching

Abstract

This study explored teachers’ pedagogical learning/teaching beliefs and their reflection on classroom management practice in the context of constructivist learner-centered teaching. This study was a case study as a naturalistic inquiry. For this purpose, semi-structured interviews and metaphors were employed with purposively selected participants to gain an in-depth understanding of pedagogical learning/teaching beliefs, their reflection on classroom management practice. To support data collected through interviews, secondary data was obtained from metaphors. The analysis of the interviews with the teachers showed that the participant teachers were constructive pedagogical beliefs about learning/teaching. Classroom management practices were considerably affected by constructive pedagogical belief systems, and it was shaped accordingly. Essentially, teachers’ perception of learning and teaching is one of the most valuable determinants of teachers’ classroom management practices. Therefore, various recommendations were offered in teacher education in the context of teacher training

Keywords

Constructivist learning, Pedagogical beliefs, Classroom management practices

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