Öğretmen Adaylarının Öğretmenlik Uygulaması Deneyimlerine Yönelik Görüşleri

Abstract

Bu araştırmanın amacı, öğretmen adaylarının öğretmenlik uygulaması deneyimlerine yönelik görüşlerini belirlemektir. Nitel araştırma desenine dayalı olarak yürütülen bu çalışmada veriler, araştırmacı tarafından hazırlanan anket formu ile toplanmış ve betimsel analiz yöntemiyle çözümlenmiştir. Araştırmanın çalışma grubunu; Ankara Üniversitesi Eğitim Bilimleri Fakültesi’nde, 2024-2025 Eğitim Öğretim yılı güz yarıyılında 4. sınıfa devam eden, 5 kadın ve 1 erkek öğrenci olmak üzere toplam 6 öğretmen adayı oluşturmaktadır. Öğretmen adaylarının dersi planlama ve uygulama süreçlerine ilişkin görüşleri belirli kategoriler ve temalar altında toplanmış, doğrudan katılımcı görüşleriyle desteklenerek yorumlanmıştır. Bu çerçevede elde edilen veriler, belirlenen 4 kategoride gruplandırılmıştır; (1) sunum biçimi, (2) katılım ve etkileşim, (3) öğrenilenleri anlamlandırma ve ilişkilendirme, (4) değerlendirme ve pekiştirme. Araştırma bulguları, öğretmen adaylarının ders sunumlarında çeşitli öğretim yöntem ve tekniklerini (soru-cevap, grup çalışması, drama vb.) kullandıklarını, teknoloji ve yazı tahtasını farklı amaçlarla etkin biçimde bütünleştirdiklerini göstermiştir. Ayrıca, öğrencilerin derse aktif katılımını sağlama, ilgi ve merakı sürdürme, grup çalışmaları yapma gibi stratejilere sıklıkla başvurdukları tespit edilmiştir. Öğrenilenleri anlamlandırma sürecinde önceki bilgileri hatırlatma ve günlük yaşamla ilişkilendirme gibi yaklaşımlar ön plana çıkarken, değerlendirme ve pekiştirme sürecinde çeşitli ölçme araçları, ödev ve araştırma görevlerini kullandıkları belirlenmiştir. Elde edilen sonuçlar, öğretmen adaylarının öğrenci merkezli ve etkileşimli öğretim anlayışını benimsediklerini göstermektedir. Bu bulgular doğrultusunda öğretmen eğitimi programlarında uygulamaya dayalı çalışmaların artırılması önerilebilir.

Keywords

• öğretmen adayları
• öğretmenlik uygulaması
• öğretmenlik deneyimi
• öğretmen adaylarının görüşleri

Pre-service Teachers' Views on Teaching Practice Experiences

Abstract

This study was conducted based on a qualitative research design. The data were collected through a questionnaire form prepared by the researcher and analyzed using the descriptive analysis method. The study group of the research consisted of a total of 6 pre-service teachers, 5 female and 1 male students, who were attending the 4th grade in the fall semester of the 2024-2025 academic year at Ankara University, Faculty of Educational Sciences. The opinions of the pre-service teachers about the course planning and implementation processes were collected under certain categories and themes and interpreted by supporting them with direct participant views. The data obtained in this framework were grouped into 4 categories; (1) presentation style, (2) participation and interaction, (3) making sense of and relating what was learned, (4) evaluation and reinforcement. The findings of the study showed that pre-service teachers used various teaching methods and techniques (question-answer, group work, drama, etc.) in their course presentations and effectively integrated technology and whiteboard for different purposes. In addition, it was found that they frequently used strategies such as ensuring students' active participation in the lesson, maintaining interest and curiosity, and conducting group work. In the process of making sense of what was learned, approaches such as reminding previous knowledge and associating it with daily life came to the fore, while in the process of evaluation and reinforcement, it was determined that they used various measurement tools, homework and research tasks. The results obtained show that pre-service teachers adopt a student-centered and interactive teaching approach. In line with these results, it can be recommended to increase practice-based studies in teacher education programs.s.

Keywords

• pre-service teachers
• teaching practice
• teaching experience
• pre-service teachers' views

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