Bir Sınıf Öğretmeninin Teknolojik Pedagojik Alan Bilgisi Gelişiminin Dijital Okuryazarlık Koçluk Döngüsü Bağlamında İncelenmesi

Abstract

Bu araştırmanın amacı bir sınıf öğretmeninin Teknolojik Pedagojik Alan Bilgisi (TPAB) yeterliklerinin, Dijital Okuryazarlık Koçluk Döngüsü süreci bağlamında nasıl geliştiğini incelemektir. Araştırmada tasarım tabanlı araştırma yöntemi kullanılmıştır. Araştırmanın katılımcısı uygun örnekleme yöntemi ile belirlenen bir sınıf öğretmenidir. Veri toplama aracı olarak TPAB görüşme formu, TPAB temelli ders planı değerlendirme formu, gözlem formu, yansıtma günlükleri ve araştırmacı notları kullanılmıştır. Veriler içerik ve betimsel analiz yöntemi ile çözümlenmiştir. Sonuç olarak, dijital okuryazarlık koçluk döngüsü öğretmenin teknoloji kullanımındaki farkındalığını artırmış, dijital araçların öğretim hedefleriyle tutarlı bir biçimde seçilmesini sağlamış ve öğrenci merkezli öğretim uygulamalarının gelişimini desteklemiştir. Ancak zaman yönetimi, etkileşimli etkinlikler için sürenin yetersiz kalması ve değerlendirme süreçlerinin planlı yürütülememesi gibi bulgular, öğretmenin öğretim süreçlerinin bütünselliğinde hâlâ desteklenmesi gereken yönleri olduğuna işaret etmektedir. Ancak öğretmenin bu eksikliklerin farkında olması ve bunları telafi etmeye çalışması olumlu bir gelişim potansiyelini de beraberinde getirmektedir. Bu sonuçlar doğrultusunda, öğretmenlerin mesleki gelişim süreçlerinde sürekli, geri bildirim temelli ve uygulamaya dayalı koçluk modellerine yer verilmesinin, teknoloji destekli öğretim uygulamalarının niteliğini artıracağı söylenebilir

Keywords

• teknolojik pedagojik alan bilgisi
• dijital okuryazarlık
• koçluk

An investigation of a classroom teacher’s technological pedagogical content knowledge development within the context of the digital literacy coaching cycle

Abstract

The purpose of this study is to investigate how a classroom teacher’s Technological Pedagogical Content Knowledge (TPACK) competencies develop within the context of the Digital Literacy Coaching Cycle process. A design-based research method was employed in the study. The participant of the research was a classroom teacher selected through purposive sampling. Data collection instruments included the TPACK interview form, TPACK-based lesson plan evaluation form, observation form, reflective journals, and researcher notes. The data were analyzed using content and descriptive analysis methods. As a result, the digital literacy coaching cycle increased the teacher’s awareness of technology use, ensured the selection of digital tools consistent with instructional objectives, and supported the development of student-centered teaching practices. However, findings such as time management challenges, insufficient time for interactive activities, and unstructured assessment processes indicate areas where the teacher’s instructional processes still require support for greater coherence. Nevertheless, the teacher’s awareness of these shortcomings and efforts to compensate for them also suggest a positive potential for development. Based on these results, it can be argued that incorporating continuous, feedback-oriented, and practice-based coaching models into teachers’ professional development processes would enhance the quality of technology-supported instructional practices.

Keywords

• technological pedagogical content knowledge
• digital literacy
• coaching

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