Yoksulluğun Öğrenciler Üzerindeki Etkisine İlişkin Öğretmen Adaylarının Farkındalığını Artırma Stratejileri

Abstract

Bir vakıf eğitim kurumunda öğrenim görmekte olan öğretmen adaylarının bir ders kapsamında katıldığı bu örnek olay araştırması, yoksulluğun öğrenciler üzerindeki etkilerini anlamayı etkileyen öğretim stratejilerini incelemiştir. Araştırmaya katılan öğretmen adayları günlük tutarak, Özgürlük Yazarları Günlüğünde fikirlerini ortaya koymuştur. Öğretmen adayları, bu kitapta yazar olan bir öğrenci ile görüşme yapmış; öğretmenlik uygulaması deneyimlerine katılmış; yoksulluk üzerine bir belgesel seyretmiş ve yoksulluk senaryoları tartışmıştır. Öğretmen adayları dönem sonu projesi olarak; genç yaşta hamilelik, çocuk istismarı, suçluluk, bedensel özür ya da evsizlik gibi öğrenmeyi etkileyen dış bağlamsal faktörleri araştırmıştır. Öğretmen adaylarının araştırması, bu dış bağlamsal faktörlerden birini daha önce deneyimlemiş veya hala deneyimlemekte olan öğrencilerle çalışmış bir uzmanla yapılan bir görüşmeyi de kapsamaktadır. Öğrenciler yoksulluk ile bir bağlantısı olan insanlarla olan etkileşimi çok faydalı bulmuştur. Yoksulluk çeken öğrencilerle çalışan öğretmen adaylarının bu deneyimleri, onların empati geliştirmelerine yardımcı olmuştur. Araştırmacılara göre üniversite-toplum ortaklığı, öğretmen adaylarına yoksulluğun etkisi hakkında anlamlı deneyimler sunabilmek için mesleğin (hizmetin) öğrenilmesini bütünleştirmektedir

Keywords

• Yoksulluk, öğretmenlerin hazırlanması, öğretmen adaylarının tutumları, dezavantajlı öğrenciler

Exploring Strategies for Increasing Preservice Teachers’ Awareness of the Impact of Poverty on Students

Abstract

This case study of preservice teachers in a foundational education course examined instructional strategies impacting understanding of the effects of poverty on students. Preservice teachers reflected on The Freedom Writers Diary through journaling; interviewed a student author from that book; participated in school practicum experiences; viewed a poverty documentary; and discussed poverty scenarios. For the final project, preservice teachers researched an external contextual factor with an effect on the learning environment such as: teen pregnancy, child abuse, delinquency, a disability, or homelessness. Preservice teachers’ research included an interview with a professional who worked with students who were experiencing or had previously experienced the contextual factor. Students found interactions with people connected to poverty as most beneficial. Experiences in which preservice teachers worked closely with students living in poverty developed empathy. The authors suggest university-community partnerships incorporate service learning to provide preservice teachers meaningful experiences about the impact of poverty

Keywords

• Poverty, teacher preparation, preservice teacher attitudes, disadvantaged students

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