Öğretmen Adaylarının Öğretmenlik Uygulaması Dersi Kapsamında Kullandığı Soru Türlerine İlişkin bir Durum Çalışması

Year 2022, , 1 - 20, 01.05.2022

Büşra Çaylan Ergene , Mine Işıksal

https://doi.org/10.21666/muefd.887481

Abstract

Bu çalışmanın amacı öğretmen adaylarının öğretmenlik uygulaması dersi kapsamında kullandığı soru türlerini ve bu soru türlerinin nasıl değiştiğini incelemektir. Nitel araştırma yöntemi ile yürütülen bu çalışmanın deseni çoklu durum çalışması olarak belirlenmiştir. Araştırmanın katılımcıları, Türkiye'deki bir devlet üniversitesinde ilköğretim matematik öğretmenliği programına kayıtlı olan, çalışma sırasında Öğretmenlik Uygulaması II dersini alan ve Emel ve Naz olarak isimlendirilen iki öğretmen adayıdır. Araştırmanın verileri derslerin ses kayıtları, yarı yapılandırılmış görüşmeler, Emel ve Naz tarafından hazırlanan ders planları ve araştırmacı gözlem notları aracılığı ile toplanmıştır. Öğretmenlik uygulaması dersi kapsamında öğretmen adaylarının üç ders boyunca sordukları sorular Sahin ve Kulm (2008) tarafından önerilen soru türlerine göre analiz edilmiştir. Çalışmanın bulguları olgusal, yönlendirici ve sorgulayıcı sorulara ek olarak, öğretici sorular, evet/hayır soruları ve genel soruların da öğretmen adayları tarafından kullanıldığını göstermiştir. Ayrıca öğretmen adayları tarafından kullanılan çeşitli soru türlerinde farklılıklar olduğu ve en dikkat çekici farkın da sorgulayıcı sorularda olduğu görülmüştür. 

Keywords

soru sorma, soru türleri, öğretmenlik uygulaması, öğretmen adayı

A Case Study on Pre-service Teachers’ Question Types within the Context of Teaching Practice Course

Abstract

The purpose of the present study is to investigate pre-service teachers’ question types used during teaching practice course and how the question types have changed during the course. In the study, qualitative method was adopted, and the research design was a multiple case study. The participants of the study are two pre-service teachers Emel and Naz who were taking Teaching Practice II course in elementary mathematics teacher education program in one of the state universities in Turkey. Data were collected through audio records of the lessons, semi-structured interviews, lesson plans prepared by Emel and Naz and observation notes. Questions they asked in three lessons during their teaching practice were analysed according to the question types of Sahin and Kulm (2008) framework. The findings indicated that in addition to factual, guiding and probing questions; self-answered, yes/no and general questions emerged from the data. Furthermore, there were differences in the variety of question types used by the pre-service teachers and the most remarkable difference was in probing questions.

Keywords

questioning, question types, teaching practice, pre-service teacher

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