Beden Eğitimi Mesleki Gelişim Programı Kapsamında Öğretmenlerin Yansıtıcı Günlük Kullanımları

Year 2016, Volume: 5 Issue: 3, 335 - 360, 01.12.2016

Dania Aspasia Bakali Alexandra Marathou Matina Mikeli Penelope

Abstract

Bu araştırmanın amacı, Beden Eğitimi (BE) öğretmenleri için hazırlanmış bir mesleki gelişim programında öğretmenlerin yansıtıcı tutumlarını raporlayan bir araştırma aracı olarak günlük yazmanın kullanımını incelemektir. Araştırmaya üç kadın BE öğretmeni katılmıştır ve öğretmenlere yapılandırmacılık temelli “Anlamak için Öğretim Oyunları (AiÖO)” öğretimsel modelini nasıl kullanacakları konusunda eğitim verilmiştir. İki aylık bir süreçte, her öğretmen kendi sınıfında toplamda 24 AiÖO ünitesi uygulamıştır ve her ünitenin tamamlanmasının ardından birer yansıtıcı günlük yazmıştır. Günlük yazıları, her öğretmenin yansıtma düzeyinin sınırlarını belirlemek için van Manen’in kuramsal çerçevesi kapsamında analiz edilmiştir. Günlük yazıları teknik bir odaktan eleştirel bir odağa doğru geçiş göstermiştir. Bu eğilim her bir öğretmenin mesleki profili ve inançları ile uyum göstermiştir. AiÖO’nun yapısını benimsemev k zorlu bir bağlılık olabileceği için mesleki program geliştiren kişiler, bu geliştirme sürecine öğretmenler için yansıtıcı yazma etkinliklerini de dâhil etmeyi göz önünde bulundurmalıdır

Keywords

Yansıtma, günlük yazma, Anlamak için Öğretim Oyunları (AiÖO), mesleki gelişim, beden eğitimi

Teachers’ use of Reflective Journal Writing Within a Physical Education Professional Development Program

Abstract

The aim of the present research is to explore the use of journal writing as a research tool documenting teachers’ reflective attitudes within a Physical Education (PE) professional development program. Three female PE teachers participated in the research and were trained to use the constructivist oriented “Teaching Games for Understanding” (TGfU) instructional model. During a period of two months, each teacher implemented in her class 24 TGfU units and completed her own daily reflective journal. Journal entries were analyzed according to van Manen’s theoretical framework, to determine the extent of reflection achieved by the three teachers. Journal entries moved from a technical to a more critical focus and this trend was accordant with each teacher’s professional profile and beliefs. Since the adoption of the TGfU framework can be a demanding commitment, professional program designers should consider the inclusion of teacher reflective writing as a supportive means to this direction

Keywords

Reflection, journal writing, Teaching Games for Understanding (TGfU), professional development, physical education

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