Ogretmenlerin Egitsel Kararlarini Ne Etkiler? : Bilgi ve Inanclarin Incelemesi

Year 2022, Volume: 23 Issue: Özel Sayı, 612 - 642, 26.03.2022

Ayfer Eker

Abstract

Bu çalışma, bilgi ve inançların bir sınıf öğretmeninin öğretim kararları üzerindeki etkisini ve bu faktörlerden herhangi birinin daha belirgin olup olmadığını araştırmaktadır. Öğretmen, yapılandırmacı yaklaşıma dayalı olarak tasarlanmış kesirler ile ilgili bir üniteyi uygulamış, ancak ünitede desteklenen fikirleri tam olarak kullanmaya bagli kalmamistir. Bu farkliliga neden olan ogretimsel kararlarının arkasındaki nedenleri bulmak için, ogretmenin matematik öğretme bilgisi, matematiksel inançları ve öz-yeterlik inançları anket ve yarı yapılandırılmış görüşme kullanılarak araştırılmıştır. Sonuçlar, ünitenin tasarlandığı temel inançlarla karşılaştırıldığında, öğretmenin matematik öğrenme ve öğretme konusunda farklı inançlara sahip olduğunu göstermiştir. Ayrıca, anket sonuçları aksini kanıtlasa da, öğretmenin öğretim ve matematik bilgisi hakkında güçlü öz-yeterlik inançlarına sahip olduğu bulunmuştur. Özetle, güçlü öz-yeterlik inançlarının, öğretmenin sınıftaki matematik öğretimiyle ilgili kararlarına egemen olduğu bulunmuştur.

Keywords

Matematik ogretme bilgisi, Matematiksel Inanclar, Yapilandirmacilik

What Drives Teachers’ Instructional Decisions?: An Exploration of Knowledge and Beliefs

Abstract

This study investigates the impact of knowledge and beliefs on an elementary teacher's instructional decisions and whether one of these factors is more prominent in making those decisions. The teacher implemented a unit about fractions, which was designed based on a constructivist approach, yet he did not fully commit to using the ideas promoted in the unit. In order to find out the reasons behind his instructional decisions that caused this disparity, his mathematical knowledge for teaching, mathematical beliefs and self-efficacy beliefs were investigated by using a survey and a semi-structured interview. The results showed that he had different set of beliefs about learning and teaching mathematics compared to the underlying beliefs of which the unit was designed by. Also, he held strong self-efficacy beliefs about his teaching and his knowledge of mathematics even though the results from the survey proved otherwise. In sum, his strong self-efficacy beliefs appeared to dominate his decisions about mathematics instruction in his classroom.

Keywords

Mathematical knowledge for teaching, Mathematical beliefs, Constructivism

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