DEVELOPING CURRICULUM DIFFERENTIATION BASED PROFESSIONAL DEVELOPMENT PACKAGE AND EXAMINING TEACHERS’ UNDERSTANDING ABOUT ROLE OF TEACHER

Yıl 2017, Sayı: 10, 144 - 168, 01.02.2017

Melek Nur Erdoğan

Öz

The purpose of the study is to develop a professional development package based on curriculum differentiation and to examine teachers’ new understandings about the role of teacher who performs the differentiated instruction as a result of the implementation of the package. The sample of the study was 15 private school teachers of different branches. The package was composed of 7 sections. The administration of the package lasted 12 weeks in 6-hour sections. As a source of qualitative data, semi-structured interview and written documents were used. The findings indicated that with the participation of the teachers, traditional understanding of teacher’s role as information transmitter who feels obliged to complete the curriculum showed a change to an understanding of the role of teacher who takes individual differences of the students into consideration and believes in the necessity of planning differentiated instruction. It was seen that the participants of the study developed promising understandings that can help to fulfill the teachers’ roles, which are appropriate for the qualities of differentiated instruction environment.

Anahtar Kelimeler

curriculum differentiation, gifted students, professional development of teachers

PROGRAM FARKLILAŞTIRMA ODAKLI MESLEKİ GELİŞİM PAKETİNİN GELİŞTİRİLMESİ VE ÖĞRETMENLERİN ÖĞRETMEN ROLÜNE İLİŞKİN ANLAYIŞLARININ İNCELENMESİ

Öz

Bu çalışmada, program farklılaştırma odaklı mesleki gelişim paketinin geliştirilmesi ve bu paket ile öğretmenlerin farklılaştırılmış öğretimi uygulayan öğretmen rolüne ilişkin geliştirdikleri anlayışların incelenmesi amaçlanmıştır. Araştırmanın örneklemini farklı branşlarda öğretmenlik yapan 15 özel okul öğretmeni oluşturmuş olup 7 bölümden oluşan eğitimin uygulanması haftada 6 saatlik oturumlar halinde 12 hafta süreyle yapılmıştır. Nitel veri kaynağı olarak yarı-yapılandırılmış görüşme ve yazılı dokümanlar kullanılmıştır. Elde edilen bulgular öğretmenlerin katılımlarıyla birlikte öğretmen rollerine yönelik anlayışlarında geleneksel bilgi aktarıcısı normal müfredatı tamamlama zorunluluğunu hisseden öğretmen rolünden öğrencilerin bireysel farklılıkları göz önünde bulundurularak farklılaştırılmış bir öğretimin planlanması gerektiğine ve bunu yapabileceğine inanan öğretmen rolüne doğru kayma şeklinde bir değişim yaşadıklarını göstermiştir. Çalışmaya katılan öğretmenlerin sınıflarında program farklılaştırmaya hakim farklılaştırılmış öğretim ortamının niteliklerine uygun öğretmen rollerini yerine getirebileceklerine dair umut verici anlayışlar oluşturdukları tespit edilmiştir.

Anahtar Kelimeler

program farklılaştırma, üstün/özel yetenekli öğrenciler, öğretmenlerin mesleki gelişimi

Kaynakça

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