Öğretmen Adaylarının Bir Öğretmen Eğitimi Simülasyonunun Kullanımına İlişkin Görüşlerinin İncelenmesi

Year 2019, Volume: 46 Issue: 46, 150 - 174, 22.05.2019

Dilek Doğan , Mehmet Fatih Yiğit , Arman Alır , Ayça Fidan , Özkan Özbay , Hakan Tüzün

https://doi.org/10.9779/pauefd.450501

Cited By: 3

Abstract

Bu
çalışmanın amacı üç-boyutlu bir öğretmen eğitimi simülasyonunun
kullanılabilirliğine ilişkin öğretmen adaylarının görüşlerini ortaya koymaktır.
Bu amaçla “Sınıfta” isimli üç-boyutlu öğretmen eğitimi simülasyonunun
kullanımına ilişkin öğretmen adaylarının görüşleri alınmıştır. Çalışmaya amaçlı
örnekleme yöntemine göre seçilen, Ankara’da bulunan bir devlet üniversitesinde
Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümünde öğrenim gören 3.
sınıf öğrencilerinden “Sınıf Yönetimi” ve “Öğretim Tasarımı” dersleri ile
üç-boyutlu çok-kullanıcılı ortam tasarımıyla ilgili ders almış olan 39 öğretmen
adayı katılmıştır. Öğretmen adayları 40 kişilik bir bilgisayar laboratuvarında
simülasyonu kullanmıştır. Öğretmen adayları oryantasyon amaçlı uygulamanın ilk
10 dakikası simülasyonun “Öğrenmeye Başla” bölümünü, 60 dakika boyunca da sınıf
yönetimi simülasyonunu deneyimlemişlerdir. Veriler uygulama sonrasında
araştırmacılar tarafından geliştirilen bir anket ile toplanmıştır. Ayrıca
simülasyonun değerlendirme kayıtlarından da yararlanılmıştır. Karma yöntem
araştırmalarından çeşitleme yaklaşımının benimsendiği araştırmada nitel veriler
NVivo10 ve UCINET6 programlarıyla, nicel veriler SPSS programıyla analiz
edilmiştir. Analiz sonuçlarına göre, öğretmen adayları “Sınıfta” öğretmen
eğitimi simülasyonunun kullanımının kolay olduğunu ve simülasyonun otantik bir
sınıf ortamını deneyimleme fırsatı sunduğunu belirtmiştir. Ayrıca öğretmen
adayları, “Sınıfta” ile ders planı hazırlama, sınıf düzeni oluşturma, zaman
yönetimi, öğrenci sayısına göre sınıf kontrolü, istenmeyen davranışlara yönelik
strateji geliştirme gibi durumlar hakkında farkındalıklarının arttığını ve
yazılımın mesleki gelişim süreçlerinde yardımcı bir araç olarak
kullanılabileceğini ifade etmişlerdir. Bununla birlikte, simülasyonda
öğretmen-öğrenci etkileşiminin sınırlı, verilen dönütlerin ve ses efektlerinin
yetersiz olduğu, yüksek çözünürlükte kullanıldığında simülasyonun bilgisayarı
yavaşlattığı, ekran kontrollerinin zor olduğu belirtilmiştir.

Keywords

üç-boyutlu simülasyon, öğretmen eğitimi simülasyonu, öğretmen eğitimi

Examining Pre-Service Teacher Opinions on Using a Teacher Training Simulation

Abstract

The purpose of
this study is to figure out the views of pre-service teachers on the usability
of three-dimensional simulation-based teacher training simulations. For this
purpose, the opinions of pre-service teachers regarding the use of
three-dimensional teacher training simulation called “SimInClass” were taken.
The participants were 39 university students in their junior years who had
taken “Classroom Management”, “Instructional Design” and multi-user
virtual-environment design courses from a state university, from the Faculty of
Education, Department of Computer Education and Instructional Technology (CEIT),
in Ankara, Turkey. The pre-service teachers used simulations in a computer lab.
In the orientation of the students, they used “Start Tutorial” part of the
simulation for 10 minutes, and then they experienced the teacher training
simulation as “teachers” for 60 minutes. After the implementation, data were
collected via an online questionnaire, which was developed by the researchers.
In addition, evaluation records which measure the level of knowledge and
concentration of the class of the simulation were used, as well. According to
this, it was observed that the teacher training simulation is easy to use and
offers an opportunity to experience a real classroom environment. Moreover,
candidate teachers expressed an increase in their awareness about situations
such as preparation of lesson plan, classroom management, time management, and
classroom control according to the number of students and strategy development
for undesirable behaviors. It is therefore stated that “SimInClass” can be used
as an auxiliary tool in the professional development process. However, it is
noted that the interaction between the teacher and the student in simulations
is limited; the feedbacks are insufficient and flow quickly from the screen,
making it difficult to read the feedbacks. In addition, students also reported
that the sound effects are insufficient and the simulation slows down the
computer when it is used at a high resolution.

Keywords

three-dimensional simulation, teacher education simulation, teacher education

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