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Sosyal Oluşturmacı Öğretimin Öğretmen Adaylarının Öğrenme ve Öğretmeye Yönelik İnançlarının ve Pratiklerinin Üzerine Etkisi: Bir Durum Çalışması

Year 2017, Volume: 16 Issue: 4, 1505 - 1531, 16.08.2017

Yılmaz Soysal , Somayyeh Radmard

https://doi.org/10.17051/ilkonline.2017.342972
Cited By: 1

Abstract

Bu çalışmada sosyal oluşturmacı öğretme yaklaşımının pedagojik formasyon eğitimine katılan öğretmen adaylarının öğrenme-öğretmeye yönelik inançlarının değişimine etkisi ve bu değişimin sınıf içi pratiklere yansıma durumları incelenmiştir. Çalışma nitel araştırma perspektifinde bir durum çalışması olarak yürütülmüştür. Öğretmen adaylarının altısından görüşmeler (inanç değişimi) ve metaforlar (sınıf içi pratik değişimi) aracılığı ile nitel veriler toplanmıştır. Sosyal oluşturmacı öğretimin etkisinin inanç-pratik ilişkisini nasıl ve ne derecede etkilediğinin incelenmesi adına sosyal oluşturmacı uygulamalar 14 hafta boyunca uzman bir eğitimci tarafından yürütülmüştür. Görüşme sorularına verilen cevapların analizi, öğretmen adaylarının uygulamalar öncesi geleneksel pedagojik inançları taşıdığını, uygulamalar sonrası ise öğretmen adaylarının öğrenme-öğretmeye yönelik inançlarının (öğrenen-merkezli) ciddi ölçüde değiştiği görülmüştür. Öğretmen adaylarının sınıf içi pratiklerinin yordanması adına analiz edilen pedagojik-metaforik akıl yürütmeleri ise onların sınıf içi pratiklerinin öğretmen-merkezli olacağını, inançlarındaki değişimin pratiklerine yansımayacağını göstermiştir. Pedagojik formasyon eğitimi ve öğretmen eğitimi adına Türkiye bağlamında çeşitli pedagojik önerilerde bulunulmuştur.       

Keywords

Sosyal Oluşturmacı Öğrenme Pedagojik Formasyon Eğitimi Pedagojik İnanç Sistemi

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Year 2017, Volume: 16 Issue: 4, 1505 - 1531, 16.08.2017

Yılmaz Soysal , Somayyeh Radmard

https://doi.org/10.17051/ilkonline.2017.342972
Cited By: 1

Abstract

References

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  • Ayas, A. (2005). Eğitim fakültelerinin yeniden yapılandırılması süreci: karşılaşılan so¬runlar ve çözüm önerileri. İçinde: M., Özbay (Ed.), Eğitim Fakültelerinde Yeniden Yapı¬landırmanın Sonuçları ve Öğretmen Yetiştirme Sempozyumu (s. 157-171). Ankara: Gazi Üniversitesi.
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  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
  • Buaraphan, K. (2011) Metaphorical Roots of Beliefs about Teaching and Learning Science and their Modifications in the Standard‐Based Science Teacher Preparation Programme. International Journal of Science Education, 33(11), 1571-1595.
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  • Cochran-Smith, M., & Zeichner, M. (2005). Studying teacher education. The Report of the AERA Panel on research and teacher education. Mahwah, NJ: Published for the American Educational Research Association by Lawrence Erlbaum Associates.
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  • Freire, P. (2014). Ezilenlerin Pedagojisi. Ayrıntı Yayınları: İstanbul.
  • Gençdoğan, B. (2004). Eğitim fakültesi öğretim elemanlarının bölümleri ile doktora tez konuları arasındaki uyumun incelenmesi. Muğla Üniversitesi SBE Dergisi, 13, 19-28.
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  • Gurney, B. F. (1995). Tugboats and tennis games: Preservice conceptions of teaching and learning revealed through metaphors. Journal of Research in Science Teaching, 32(6), 569-583.
  • Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
  • Hardcastle, B., Yamamoto, K., Parkay, F. W, & Chan, J. (1985). Metaphorical views of school: A cross-cultural comparison of college students. Teaching and Teacher Education, 1(4), 309-315.
  • Haney, J., & McArthur, J. (2002). Four case studies of prospective science teachers’ beliefs concerning constructivist teaching practices. Science Education, 86, 783–802.
  • Hoban, G. (2002). Teacher learning for educational change . Buckingham, UK: Open University Press.
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There are 118 citations in total.

Details

Journal Section Araştırma Articlesi
Authors

Yılmaz Soysal

Somayyeh Radmard

Publication Date August 16, 2017
Published in Issue Year 2017 Volume: 16 Issue: 4

Cite

APA Soysal, Y., & Radmard, S. (2017). Sosyal Oluşturmacı Öğretimin Öğretmen Adaylarının Öğrenme ve Öğretmeye Yönelik İnançlarının ve Pratiklerinin Üzerine Etkisi: Bir Durum Çalışması. İlköğretim Online, 16(4), 1505-1531. https://doi.org/10.17051/ilkonline.2017.342972
AMA Soysal Y, Radmard S. Sosyal Oluşturmacı Öğretimin Öğretmen Adaylarının Öğrenme ve Öğretmeye Yönelik İnançlarının ve Pratiklerinin Üzerine Etkisi: Bir Durum Çalışması. İOO. August 2017;16(4):1505-1531. doi:10.17051/ilkonline.2017.342972
Chicago Soysal, Yılmaz, and Somayyeh Radmard. “Sosyal Oluşturmacı Öğretimin Öğretmen Adaylarının Öğrenme Ve Öğretmeye Yönelik İnançlarının Ve Pratiklerinin Üzerine Etkisi: Bir Durum Çalışması”. İlköğretim Online 16, no. 4 (August 2017): 1505-31. https://doi.org/10.17051/ilkonline.2017.342972.
EndNote Soysal Y, Radmard S (August 1, 2017) Sosyal Oluşturmacı Öğretimin Öğretmen Adaylarının Öğrenme ve Öğretmeye Yönelik İnançlarının ve Pratiklerinin Üzerine Etkisi: Bir Durum Çalışması. İlköğretim Online 16 4 1505–1531.
IEEE Y. Soysal and S. Radmard, “Sosyal Oluşturmacı Öğretimin Öğretmen Adaylarının Öğrenme ve Öğretmeye Yönelik İnançlarının ve Pratiklerinin Üzerine Etkisi: Bir Durum Çalışması”, İOO, vol. 16, no. 4, pp. 1505–1531, 2017, doi: 10.17051/ilkonline.2017.342972.
ISNAD Soysal, Yılmaz - Radmard, Somayyeh. “Sosyal Oluşturmacı Öğretimin Öğretmen Adaylarının Öğrenme Ve Öğretmeye Yönelik İnançlarının Ve Pratiklerinin Üzerine Etkisi: Bir Durum Çalışması”. İlköğretim Online 16/4 (August 2017), 1505-1531. https://doi.org/10.17051/ilkonline.2017.342972.
JAMA Soysal Y, Radmard S. Sosyal Oluşturmacı Öğretimin Öğretmen Adaylarının Öğrenme ve Öğretmeye Yönelik İnançlarının ve Pratiklerinin Üzerine Etkisi: Bir Durum Çalışması. İOO. 2017;16:1505–1531.
MLA Soysal, Yılmaz and Somayyeh Radmard. “Sosyal Oluşturmacı Öğretimin Öğretmen Adaylarının Öğrenme Ve Öğretmeye Yönelik İnançlarının Ve Pratiklerinin Üzerine Etkisi: Bir Durum Çalışması”. İlköğretim Online, vol. 16, no. 4, 2017, pp. 1505-31, doi:10.17051/ilkonline.2017.342972.
Vancouver Soysal Y, Radmard S. Sosyal Oluşturmacı Öğretimin Öğretmen Adaylarının Öğrenme ve Öğretmeye Yönelik İnançlarının ve Pratiklerinin Üzerine Etkisi: Bir Durum Çalışması. İOO. 2017;16(4):1505-31.

Cited By

Sınıf Yönetimi Olgusunun Pedagoji, Otorite Tipleri ve Söylevsel Güç İlişkileri Bağlamında Yeniden Değerlendirilmesi
Ulusal Eğitim Akademisi Dergisi
Yılmaz SOYSAL
https://doi.org/10.32960/uead.451358