Sınıf Öğretmeni Adaylarının Üstbiliş ve Üstbiliş Eğitimi An- layışlarının İncelenmesi

Year 2016, Volume: 5 Issue: 1, 47 - 68, 01.04.2016

Nesrin Ozturk

Abstract

Okuma yazma eğitiminde özellikle anlamın oluşturulmasında algısal, bilişsel ve üstbilişsel becerilerin interaktif süreci dikkate alınır. Bu yüzden, çok sayıda bilimsel çalışma üstbilişsel strateji eğitimi etkilerini incelemiş ve üstbiliş eğitimi alan öğrencilerin üstbilişsel farkındalığının, okuma performansının ve öğrenme bağımsızlığının arttığını vurgulamıştır. Fakat diğer yandan, öğretmenler üstbilişi öğretecek bilgi ve beceriye yeterince sahip olamdıkları için eleştirilmektedirler. Sınıf öğretmeni adaylarının üstbiliş öğretimi için gerekli olan bilgi ve becerilerini incelemeyi amaçlayan bu vaka çalışmasında yarı yapılandırılmış mülakat ve gözlem tekniklerinden yararlanılmıştır. Sözel veri analizi, öğretmen adaylarının üstbilişe aşina olmadıklarını ve pedagojik algılarının üstbiliş öğretim becerilerini desteklemediğini ortaya koymuştur. Katılımcılar uygulama odaklı yöntem derslerine olan ihtiyacı dile getirmişlerdir. Bulgular ışığında, bu çalışma öğretmen yetiştiren eğitimcilerin üstbiliş eğitimi algılarını, yöntem derslerinin içerik analizinin ve uygulama odaklı yöntem derslerinin etkinliğini ölçen çalışmalar yapılmasını önermektedir

Keywords

Üstbiliş, öğretmen eğitimi, üstbiliş eğitimi, okuma eğitimi, vaka çalışması

An Analysis of Pre-service Elementary Teachers’ Understanding of Metacognition and Pedagogies of Metacognition

Abstract

While students are educated for literacy, the interactive nature of perceptual, cognitive, and metacognitive skills is taken into consideration especially for building comprehension. Numerous studies on metacognition reported improved metacognitive awareness, reading performance, and learning independence following metacognition training interventions. Paradoxically, teachers’ knowledge and skills to teach for metacognition is criticized for not being sufficient enough. Taking the initiative to understand pre-service elementary teachers’ knowledge of and skills for teaching metacognition, this illustrative case study utilized semi-structured interview protocols and observation technique as data sources. Qualitative data analysis revealed that pre-service elementary teachers are not familiar with metacognition and their perceived pedagogical understanding of metacognition does not support their teaching skills. In relation, participants exclaimed a need for practice-oriented methodology classes. This study, therefore, encourages comprehensive research examining teacher-educators’ perceptions, method classes content, and effectiveness of practice-oriented method classes in empowering pre-service teachers considering metacognition

Keywords

Metacognition, teacher education, teaching for metacognition, literacy education, case study

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