Matematik öğretmenlerinin mesleki gelişim ve ders planlamalarına yönelik görüşleri: Ders imecesi perspektifleri

Year 2024, Issue: 40, 265 - 281, 25.06.2024

Kübra Nur Özbek , Mehmet Fatih Öçal

https://doi.org/10.29000/rumelide.1502191

Abstract

Ders imecesi Japonya’da öğretmenlerin mesleklerindeki gelişim ihtiyaçlarından ortaya çıkan bir öğretim modelidir. Bu yöntem öğretmenlerin bazı ortak hedefler doğrultusunda işbirliği içinde çalışmalarına, (i) derslerini planlamalarına, (ii) mesleki eksikliklerini gidermelerine ve (iii) mesleki gelişimlerine katkıda bulunarak farklı bakış açıları kazanmalarına olanak sağlamaktadır. Bu bağlamda çalışmanın amacı, ders imecesi etkinliklerinin ortaokul matematik öğretmenlerinin mesleki gelişimlerine nasıl katkıda bulunduğunu tespit etmektir. Ayrıca öğretmenlerin dersleri nasıl planladıklarını belirlemek de bu çalışmanın diğer bir amaçtır. Araştırmanın yöntemi nitel araştırma yöntemlerinden biri olan eylem araştırmasıdır. Üç ders döngüsü şeklinde gerçekleştirilen çalışma altı haftada tamamlanmıştır. Araştırmada verilerin analizinde içerik analizi yöntemi kullanılmıştır. Verilerin kodlanma süreci sürekli karşılaştırma analizine dayanmaktadır. Araştırma sonuçları, matematik öğretmenleri arasında ders yöntemini kullanarak yapılan işbirliğinin mesleki gelişimlerine çeşitli yönlerden katkı sağladığını, öğretmenlerin öğretim öncesinde geometri dersi ile ilgili farklı faktörleri dikkate alarak ders planları hazırladıklarını göstermiştir. Bu doğrultuda elde edilen sonuçlara ilişkin bazı önerilerde bulunulmuştur.

Keywords

Ders imecesi, öğretmenlerin mesleki gelişimi, ders planı, ortaokul matematik öğretmenleri

Mathematics teachers' opinions about their professional development and lesson planning: Lesson study perspectives

Abstract

The lesson study is a teaching model that emerged from the needs for teachers’ developments in their professions in Japan. This method allows teachers to work collaboratively in line with some common goals, (i) to plan their lessons, (ii) to eliminate their professional deficiencies, and (iii) to gain different perspectives by contributing to their professional development. In this context, the aim of the study is to determine elementary school mathematics teachers’ opinions on how the lesson study activities contribute to their professional developments. In addition, determining how teachers plan the lessons with respect to lesson study activities is another goal of this study. The method of the research is action research, which is one of the qualitative research methods. The study, carried out in the form of three lesson cycles, was completed in six weeks. Content analysis method was used to analyze the data in this study. The coding process of the data is based on constant comparison method. The research results indicated that the collaboration among mathematics teachers using the lesson method contributed to their professional development in various ways, and that teachers prepared lesson plans by paying attention to different factors related to geometry lesson before instructions. Consequently, some suggestions were made on the results obtained.

Keywords

Lesson study, teachers’ professional development, lesson plan, elementary school mathematics teachers

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