Ders Denetimi Uygulamaları İçeren bir Mesleki Gelişim Modeli Önerisi: Okul Temelli Yansıtıcı Matematik Koçluğu

Year 2023, , 1475 - 1500, 10.05.2023

Zerrin Toker , Muhammed Fatih Doğan

https://doi.org/10.37669/milliegitim.1138739

Cited By: 1

Abstract

Kaliteli eğitimin bir bileşeni olarak etkili öğretim geleneksel eğitim anlayışında öğrencilerin sınav başarısı ile birebir eşlenirken günümüzde etkili öğretim uygulamaları çok daha kapsamlı olarak ele alınmaktadır. Eğitim-öğretim süreçlerindeki bu yenilikçi bakış açısı doğrultusunda öğretmenlerin öğretim pratiklerinde de yenilikler ve gelişimler söz konusudur. Öğretmenlerin mevcut öğretim uygulamalarında değişiklikler ve yeni uygulamalara uyum sağlaması noktasında mesleki gelişime ihtiyaç duydukları açıktır ve bu ihtiyaç pek çok disiplin alanı için geçerli olduğu gibi matematik öğretmenleri için de geçerlidir. Bu çalışmada matematik öğretmenlerinin mesleki gelişimlerine yönelik bir model matematik koçluğu ele alınmıştır. Çalışmada uluslararası alan yazında büyük ölçekte koçluk, özelde ise matematik koçluğu ile ilgili çalışmalardan elde edilen bulgular ile koçluğun ne olduğu ve neden ihtiyaç duyulduğu, koçluk türleri, koçluk sürecindeki temel unsurlar, koçluk süreci ve uygulanma şekli, etkili koçluk süreci için destekleyici mekanizmalar, sürecin zorlukları ele alınmıştır. Bu bilgiler ışığında Türkiye’de matematik koçluğu sürecinde kullanılabilecek okul temelli bir mesleki gelişim modeli olarak yansıtıcı matematik koçluğu modeli önerisi geliştirilmiştir.

Keywords

ders denetimi, matematik koçluğu, okul temelli mesleki gelişim, yansıtıcı düşünme, yansıtıcı koçluk

Thanks

Sayın Editör, makalemizi "Denetim" konulu 2022 özel sayısı için ""Ders Denetimi" alt başlığına yönelik olarak gönderdik. Değerlendirmeleriniz için çok teşekkür ederiz. Saygılarımızla.

A Professional Development Model Proposal Including Lesson Supervision Practices: School-Based Reflective Mathematics Coaching

Abstract

As a component of quality education, effective teaching is connected to students' exam success in the traditional understanding of education. However, today, effective teaching practices are handled much more comprehensively. In line with this innovative perspective in education and teaching processes, there are changes and developments in the teaching practices of teachers. It is clear that teachers need professional development to adapt to changes and new practices in existing teaching practices, and this need is valid for mathematics teachers as well as for many disciplines. In this study, a model of reflective mathematics coaching for the professional development of mathematics teachers is proposed. In the study, the findings obtained from the research studies on coaching on a large scale in the international literature, and in particular the multiplicity of mathematics, what coaching is and why it is needed, types of coaching, the basic elements of the coaching process, the coaching process and its implementation process, the supporting mechanisms for the effective coaching process and the difficulties of the process are discussed. In the light of this information, a proposal for a reflective mathematics coaching model has been developed as a school-based professional development model that can be used in the mathematics coaching process in our country.

Keywords

lesson supervision, mathematics coaching, school-based professional development, reflective thinking, reflective coaching

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