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Okul-dışı Öğrenmeye Yönelik Öğretmen Mesleki Gelişim Programından Mentorlük Desteği Alan Öğretmenin Öğrencilerine Yansıyan Etkileri- Bir Örnek Olay Çalışması

Year 2019, Volume: 27 Issue: 5, 2311 - 2330, 15.09.2019
https://doi.org/10.24106/kefdergi.3521

Abstract

Bu çalışmanın amacı, bilim merkezleri gibi okul dışı
öğrenme ortamlarının imkânlarını okul müfredatına etkili bir şekilde entegrasyonunu
destekleyen BİLMER (bilim merkezlerine yönelik mesleki gelişim projesinin kısa
kullanımı) projesi eğitimlerine katılmış bir öğretmenin, öğrencileri ile
yürüttüğü proje tabanlı öğrenme sürecinde proje ekibinden aldığı ment
orlük desteğinin
öğrencilerine ve kendisine yansıyan etkilerini ortaya çıkarmaktır. Bu çalışmada
örnek olay yöntemi kullanılmış; veriler
öğretmen ve öğrencilerinden nitel yollarla
toplanmıştır. Çalıştaya katılan kimya öğretmeni proje ekibinden aldığı mentorlük
süresince izlenmiş ve öğrencileri ile yürüttükleri projeler sırasında
gözlemlenmiştir. Verilerin analiziyle, öğrencilerin proje tabanlı öğrenme sürecindeki
görüşleri ve kazanımları ortaya çıkartılmıştır. Bulgular, öğrencilerin
kavramsal, duyuşsal, bilimin doğası ile ilgili anlayışlar, disiplinler arası
ilişkiler ve çevreye duyarlılığı gibi konularda önemli kazanımlar edindiğini
ortaya koymuştur. Ayrıca, öğrenci günlüklerinden elde edilen veriler öğrencilerin
kariyer planlamalarının, hatta meslek seçimlerinin ve geleceğe bakış açılarının
değiştiğini göstermiştir.
Bu araştırmanın sonuçlarına dayanarak,
öğretmenlere sunulacak mesleki gelişim eğitimlerinin etkili ve sürdürülebilir
olabilmesi için mesleki gelişim programlarına katılan öğretmenlere mentorlük
desteğinin de sağlanmasının önemli olduğu tespit edilmiştir. 

References

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The Impacts of A Teacher Who Received Mentorship Support from A Teacher Professional Development Program for Informal Learning on Students' Reflections - A Case Study

Year 2019, Volume: 27 Issue: 5, 2311 - 2330, 15.09.2019
https://doi.org/10.24106/kefdergi.3521

Abstract

The aim of this study is to reveal the
effects of a mentoring process on a teacher who has participated in BILMER (abbreviation
of the project that develops a professional development program for science
centers) project workshops which support the integration of extracurricular
learning environments such as Science Centers into school curricula, and the
effect of the mentoring process regarding project-based learning over the
students. In this study, case study method was used; data were collected from
the teacher and her students through qualitative tools. The chemistry teacher
who participated in the workshop was followed during the mentoring period and
she was observed during the projects-based activities conducted with the
students. Data analysis reveals students' views regarding the projects based
learning and their gains concerning the process. Findings indicate that
students have achieved significant gains in terms of conceptual aspects,
affective aspects, and understanding of the nature of science,
interdisciplinary aspects, and awareness about the environment. In addition,
data gathered from student diaries showed that students' career planning, even
career choices and their future perspectives have changed after the implementation.
Based on the findings, the importance of providing mentorship support to
teachers in professional development programs is stressed from many aspects, so
that it can be ensured that professional development programs to be offered to
teachers are effective and sustainable.

References

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  • Aslan, B. & Öcal, S. D. (2012). A Case Study on Mentoring in a Teacher Development Program. Journal of Education and Futu-re, 2, 31 – 48.
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  • Friedrichsen, P., Van Driel, J. H., & Abell, S. K. (2010). Taking a closer look at science teaching orientations. Science Educa-tion, 95, 358–376.
  • Fricke, I., Horak, E., Meyer, L., & Van Lingen, N. (2008). “Lessons from a Mathematics and Science Intervention Programme in Tswane township schools”, South African Journal of Higher Education, 22 (1), 64-77.
  • Gersten, R., Vaughn, S., Deshler, D., & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30, 466–476.
  • Gillies, R. M. & Ashman, A. F. (2000). The effects of cooperative learning on students with learning diffuculties in the lower elemantary school. The Journal of Special Education, 34(1), 19-27.
  • Grant, M., (2002). Getting A Grip On Project-Based Learning: Theory, Cases and Recommendations. Gutwill, J. P. & Allen, S. (2012). Deepening Students' Scientific Inquiry Skills During a Science Museum Field Trip, Journal of the Learning Sciences, 21:1, 130-181, DOI: 10.1080/10508406.2011.555938.
  • Hansford, B., Enrich, L.C., & Tennent, L. 2004. Formal mentoring programs in education and other professions: A review of the literature, Educational Administration Quarterly, 40(4), 518-540.
  • Harrıson, J, Dymoke, S., & Pell, T. (2006). Mentoring Beginning Teachers in Secondary Schools: An Analysis of Practice. Teac-hing and Teacher Education, 22, 1055–1067.
  • Herron, S. S., Magomo, D., & Gossard, P. R. (2008). The Wheel Garden: Project Based Learning for Cross Curriculum Educa-tion. International Journal of Social Sciences, 3(1), 44-51.
  • Huling, L. & Resta, V. (2001). Teacher Mentoring as Professional Development. ERIC Digest, ERIC Clearing house on Teaching and Teacher Education, Washington DC
  • İlğan A. (2013). Öğretmenler İçin Etkili Mesleki Gelişim Faaliyetleri , Uşak Üniversitesi Sosyal Bilimler Dergisi (2013) Özel Sayı, 41-56.
  • James, M. W. V., , Beth Maloch, H., Vlach, S. K., Taylor, L. A., Svrcek, N. S., Dejulio, S., Martinez, A. , & Lavender, H., (2018). "Coaching elementary preservice teachers: Hybrid spaces for cooperating teachers and university field supervisors to collaborate", International Journal of Mentoring and Coaching in Education, Vol. 7 Issue: 4, pp.357-372.
  • Kartal, S. E., Özdemir, T, Y., & Yirci, R. (2017). Mentorship needs of early career teachers working in rural regions. Turkish Journal of Education, 6(1): DOI: 10.19128/turje.284833
  • Korkmaz, H. & Kaptan, F. (2001). Fen eğitiminde proje tabanlı öğrenme yaklaşımı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20, 193-200. 23 Ocak 2013 tarihinde http://www.efdergi.hacettepe.edu.tr/makale_goster.php?id=1005 sayfasından eri-şilmiştir.
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  • Laverick., D. M. (2016). Professional Development through Mentoring, Mentoring Processes in Higher Education. pp 35-46.
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There are 68 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Review Article
Authors

Ceyhan Çiğdemoğlu This is me 0000-0001-5389-5790

Ayşegül Tekeli This is me

Fitnat Köse This is me 0000-0003-2437-6515

Publication Date September 15, 2019
Acceptance Date February 16, 2019
Published in Issue Year 2019 Volume: 27 Issue: 5

Cite

APA Çiğdemoğlu, C., Tekeli, A., & Köse, F. (2019). Okul-dışı Öğrenmeye Yönelik Öğretmen Mesleki Gelişim Programından Mentorlük Desteği Alan Öğretmenin Öğrencilerine Yansıyan Etkileri- Bir Örnek Olay Çalışması. Kastamonu Education Journal, 27(5), 2311-2330. https://doi.org/10.24106/kefdergi.3521

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