ÖĞRETMEN EĞİTİM PROGRAMLARINDA ÖĞRETMEN EĞİLİMLERİNİN ÖĞRETİLMESİNE DAİR ÖĞRETMEN ADAYLARININ ALGILARI

Abstract

Günümüzde öğretmen kalitesinin, K-12 okullarındaki öğrencilerin başarısını en çok etkileyen faktör olduğu eğitim alanında yapılan çalışmalar ile ortaya konulmuştur. Ayrıca, bu çalışmaların sonuçları öğretmen kalitesinin öğretmen yetiştiren programlarda belirlendiğini de göstermektedir. Öğrencilere kaliteli öğretmenler yetiştirmek için Öğretmen Eğitimi Akreditasyon Ulusal Konseyi (National Council for Accreditation of Teacher Education (NCATE) 2002’de öğretmen kalitesini yeniden tanımlamış ve öğretmen eğilimlerini, alan bilgisi ve pedagojik beceriler ile birlikte tutmuştur. Aynı zamanda NCATE akredite ettiği öğretmen eğitimi programlarına, öğretmen eğilimlerini mezun ettikleri öğretmenlere kazandırmalarını ve bunu kanıtlamalarını da zorunlu tutmuştur. Literatürde, bu yenilikler yapılırken öğretmen adaylarının da görüşlerine yer verilmesi tavsiye edilmektedir. Bu çalışma Sinop Üniversitesi Eğitim Fakültesinde 2014-2015 akademik yılı güz yarıyılında kayıtlı olan öğretmen adaylarının öğretmen eğilimlerinin kendi programlarında ne kadar öğretildiğine dair algı ve görüşlerini ortaya koymuştur. 

Keywords

• Öğretmen eğilimleri,öğretmen eğitimi,öğretmen algıları,öğretmen nitelikleri

References

1. Aaronson, D., Barrow, L., & Sander, W. (2007). ‘’Teachers and student achievement in Chicago Public High Schools’’, Journal of Labor Economics, C. 1, S. 25, s. 95 – 136.
2. Babbie, E. (2004). The practice of social research. Belmont: Wadsworth/Thomson Learning.
3. Celikten M (2004). ‘’Ideal Bir Okul Muduru Portresi’’, Akademik Arastirmalar Dergisi, S. 21, s. 195–204.
4. Da Ros-Voseles, D. & Moss, L. (2007). ‘’The role of dispositions in the education of future teachers’’. Young Children, C. 5, S. 62, s. 90-96.
5. Darling-Hammond, L. & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
6. Diez, M. E. (2007). ‘’Looking back and moving forward: Three tensions in the teacher dispositions discourse’’. Journal of Teacher Education, C. 5, S. 58, s. 388-396.
7. Dottin , E. S. (2009). ‘’Professional judgement and dispositions in teacher education’’. Teaching & Teacher Education, C. 1, S. 25, s. 83-88.
8. Eberly, J. L., Rand, M. K. & O’connor, T. (2007). ‘’Analysing teachers’ dispositions towards diversity: Using adult development theory’’. Multicultural Education, C. 4, S. 14, s. 31-36.

9. Edick, N., Danielson, L. & Edwards, S. (2007). ‘’Dispositions: Defining, aligning and assessing’’. Academic Leadership, C. 4, S. 4. Retrieved from http://www.academicleadership.org/emprical_research/Dispositions_Defining_Aligning_and_Assessing.shtml.
10. Eisenhart, M., Behm, L., And Romangnano, L (1991). ‘’Learning to teach: Developing expertise or rite of passage’’. Journal of Education for Teaching, C. 1, S. 17, s. 51-69.
11. Ferguson, R. F. (1998). Teachers' perceptions and expectations and the black-white test score gap. In C. Jencks & M. Phillips (Eds.), The black-white test score gap (pp. 273-317). Washington, DC: Brookings Institution Press.
12. Freeman, L. (2007). An overview of dispositions in teacher education. In M. E. Diez & J. Raths (Eds.) Dispositions in teacher education, (pp. 3-29). Charlotte, NC: Information Age Publishing.
13. Gall, M., Gall, J. & Borg, W. (2003). Educational research: An introduction. Boston: Pearson Education, Inc.
14. Gelen, İ., Onay, İ., & Varol, V. (2014). ‘’Evaluation of Students’ Perceptions About Efficiency of Educational Club Practices in Primary Schools.’’ Universal Journal of Educational Research, C. 9, S. 2, s. 603-611
15. Goodman, J. (1988). ‘’Constructing a practical philosophy of teaching: A study of preservice teachers’ professional perspectives’’. Teaching and Teacher Education, C. 2, S. 4, s. 121-137.
16. Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (1999). Do Higher Salaries Buy Better Teachers? (ED 437710)
17. Ignico, A. & Gammon, K. (2009). ‘’A longitudinal study of the professional dispositions of teacher candidates’’. Natural Science, C. 2, S. 2, s. 91-94. doi:10.4236/ns.2010.22014
18. Karaman, A. (2007). Exploring the meaning of practicing classroom inquiry from the perspectives of National Board Certified Science Teachers (Doctoral dissertation, THE FLORIDA STATE UNIVERSITY).
19. Karaman, A., & Karaman, P. (2013). ‘’Examining the beliefs of prospective elementary and science teachers regarding reformed science teaching and learning’’. The International Journal of Research in Teacher Education. C. 3, S. 4, s. 1-9.
20. National Council for the Accreditation of Teacher Education. (2002). Professional standards: accreditation of schools, colleges, and departments of education. Washington, DC: Author.
21. National Council for the Accreditation of Teacher Education, (2007). NCATE News. Retrieved from (http://www.ncate.org/public/102407.asp?ch=148).
22. Pool, J. E., Ellett, C. D., Schiavone, S., & Carey-Lewis, C. (2001). ‘’How valid are the National Board of Professional Teaching Standards assessments for predicting the quality of actual classroom teaching and learning? Results of six mini case studies.’’ Journal of Personnel Evaluation in Education, C. 1, S. 15, s. 31-48.
23. Rockoff, J. (2004). ‘’The impact of individual teachers on student achievement: Evidence from panel data’’. American Economic Review, C. 2, S. 94, s. 247 – 252.
24. Sanders, W. L. & Horn, S. (1998). ‘’Research findings from the Tennessee Value-added Assessment System (TVAAS) data-base: Implications for education and research’’. Journal of Personal Evaluation in Education, C. 3, S. 12, s. 247-256.
25. Shiveley, J., & Misco, T. (2010). “But how do I know about their attitudes and beliefs?”: A four-step process for integrating and assessing dispositions in teacher education. The Clearing House, C. 1, S. 83, s. 9-14.
26. SISMAN M. (2007). Egitim Bilimine Giris, Ankara: Pegem Akademi Yayincilik.
27. Stronge, J. H., & Tucker, P. D. (2000). Teacher evaluation and student achievement. Washington, D.C.: National Education Association.
28. Tishman, S., Perkin, D. N. & Jay, E. (1995). The thinking classroom: Learning and teaching in a culture of thinking. Needham Heights: Allyn and Bacon.
29. Varol, V. (2011). Teacher educators' perceptions about teacher dispositions (Doctoral dissertation, THE FLORIDA STATE UNIVERSITY).
30. Varol, V. (2016). Teacher dispositions: Perceptions of teacher educators. Saarbrücken: Scholar’s Press.