Birinci Sınıf Öğretmenlik Bölümü Öğrencilerinin Teoriyi Uygu- lamayla Birleştirmelerine Yardımcı Olan Danışman-Destekli Gözlemler

Year 2015, Volume: 4 Issue: 2, 228 - 246, 01.12.2015

Tuula Merisuo-storm Marjaana Soininen

Abstract

Finlandiya, Turku Üniversitesi, Rauma kentindeki Öğretmenlik Eğitimi bölümünde, öğretmenlik uygulaması okulunda yapılan destekli gözlemler birinci sınıf öğretmenlik bölümü öğrencilerinin öğretmenlik uygulaması derslerinin önemli bir parçasıdır. Bu çalışma öğretmenlik bölümü öğrencilerinin bir ders süresince kendi öğrenmelerini nasıl düşünüp yansıttıklarına ve uygulamalı çalışmaları nasıl değerlendirdiklerine odaklanmaktadır. Bu çalışma için toplam 73 adet kişisel rapor okunmuş ve gömülü teori yaklaşımını kullanarak bu raporlar analiz edilmiştir. Öğrenciler ikinci yazarın verdiği gelişim ve eğitim psikolojisinin temel teorileri ve kavramlarını öğrendikleri derslere katılmışlar. Bütün öğretmen adayları destekli gözlemleri yalnız başlarına yaptıkları gözlemlere göre çok daha fazla faydalı bulmuşlardır. Adaylara göre, bir dersin bütününü gözlemlemek yerine bir seferde tek bir konuya odaklanmak çok daha kolay bulunmuştur. Buna ek olarak öğretmen adayları dersten sonra yapılan tartışmaların öğretmenlikle ilgili yeni fikirler verdiğini raporlarında belirtmişlerdir

Keywords

Öğretmen eğitimi, destekli gözlem, Finlandiya

Birinci Sınıf Öğretmenlik Bölümü Öğrencilerinin Teoriyi Uygulamayla Birleştirmelerine Yardımcı Olan Danışman-Destekli Gözlemler

Abstract

In the department of Teacher Education in Rauma, University of Turku, Finland, guided observations in the teacher training school are an important part of the firstyear teacher students’ teaching practice period. This study focuses on how the student teachers reflect on their learning, and how they evaluate practical work during a lesson. The student teachers had attended the lectures addressed by the second author where they studied the basic theories and concepts of developmental and educational psychology. Using the grounded theory approach, 73 self-reports were read and analysed. All teacher students reported that they found the guided observations much more fruitful than the observations they did alone. They stated that it was much easier to focus on one aspect at a time than to observe a lesson as a whole. In addition, they wrote that the discussions after the lessons gave them new ideas about teaching

Keywords

Teacher education, guided observation, Finland

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