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Integrated teaching project: A sustainable approach to teacher education

Year 2017, Volume 6, Issue 4, 200 - 215, 30.10.2017
https://doi.org/10.19128/turje.332731

Abstract

In this paper, the authors discuss the conceptual and theoretical underpinnings of the Integrated Teaching Framework and the rationale behind its development as a road-map for teachers and teacher educators. It is further explored in the paper to what extent a sustainable teacher professional development project, which is grounded in this framework, displayed intellectual merit and broader impact. Outlines of the programs developed within this particular project are provided as evidences. Given short-term seminars or workshops in Turkey are generally accepted as the norm, revealing the details of long-term sustainable professional development programs is considered to be noteworthy for teachers, teacher educators, principal investigators of similar projects, and policy makers in Turkey and elsewhere.

References

  • Adıgüzel, T., Ayar, M. C., Corlu, M. S., & Özel, S. (2012, June). Fen, Teknoloji, Mühendislik ve Matematik (FeTeMM) Eğitimi: Disiplinlerarası çalışmalar ve etkilişimler [STEM education in the Turkish context: Interdisciplinary investigations and interactions]. Paper presented at the X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde, Turkey.
  • Aşık, G., Baş, E., Türe, K., Türkmen, İ., & Corlu, M. S. (2017, May). A quantitative analysis of teacher perceptions of collaboration for STEM integration. Paper presented at the International Conference on Education in Mathematics, Science & Technology, Kuşadası, Turkey.
  • Berlin, D. F., & White, A. L. (1994). The Berlin-White integrated science and mathematics model. School Science and Mathematics, 94(1), 2–4.
  • Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.
  • Buchanan, R. (1992). Wicked Problems in Design Thinking. Design Issues, 8(2), 5-21. doi:10.2307/1511637
  • Capraro, R. M. (2017). Türk öğrenciler, biyoçeşitlilik ve çarpımsal ilkeler aracılığıyla STEM eğitimi’ni dönüştürüyor. In M. S. Corlu & E. Çallı (Eds.), STEM Kuram ve Uygulamaları (pp. 227–229). İstanbul: Pusula.
  • Capraro, R. M., Capraro, M. M., Scheurich, J., Jones, M., Morgan, J., Huggins, K.S., Corlu, M. S., Younes, R., & Han, S. (2016). The impact of sustained professional development in STEM project based learning on district outcome measures. The Journal of Educational Research. DOI: http://dx.doi.org/10.1080/00220671.2014.936997
  • Capraro, R. M., & Slough, S. W. (2013). Why PBL? Why STEM? Why now? An introduction to STEM project based learning. In R. M. Capraro, M. M. Capraro, & J. Morgan (Eds.). STEM project-based learning: An integrated Science, Technology, Engineering, and Mathematics (STEM) approach (2nd Edition). (pp. 1-5). Rotterdam, the Netherlands: Sense Publishers. http://dx.doi.org/10.1007/978-94-6209-143-6_12
  • Cawley, J. F. (1994). Science for students with disabilities. Remedial and Special Education, 15(2), 67–71.
  • Corlu, M. S. (2012). A pathway to STEM education: Investigating pre–service mathematics and science teachers at Turkish universities in terms of their understanding of mathematics used in science. (Unpublished doctoral dissertation). Texas A&M University, College Station.
  • Corlu, M. S. (2014). FeTeMM eğitimi makale çağrı mektubu [Call for STEM education research in the Turkish context]. Turkish Journal of Education, 3(1), 4-10
  • Corlu, M. S. (2017). STEM: Bütünleşik Öğretmenlik Çerçevesi [STEM: Integrated Teaching Framework]. In M. S. Corlu & E. Çallı (Eds.), STEM Kuram ve Uygulamaları (pp. 1–10). İstanbul: Pusula.
  • Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM Education: Implications for educating our teachers for the age of innovation. Education and Science, 39(171), 74–85.
  • Dewey, J. (1938). Experience & education. New York: Kappa Delta Pi.
  • Helvacı, B., Corlu, M. S., Aşık, G., & Doğança Küçük, Z. (2017, May). STEM ethics: Academic integrity and ethical concerns of teachers. Paper presented at the International Conference on Education in Mathematics, Science & Technology (ICEMST), Kuşadası, Turkey.
  • National Science Foundation. (2013). Chapter III: NSF proposal processing and review. Retrieved from https://www.nsf.gov/pubs/policydocs/pappguide/nsf13001/gpg_3.jsp
  • Özel, S. (2013). W3 of STEM PBL. In R. M. Capraro, M. M. Capraro, & J. Morgan (Eds.). STEM project-based learning: An integrated Science, Technology, Engineering, and Mathematics (STEM) approach (2nd Edition). (pp. 41-49). Rotterdam, the Netherlands: Sense Publishers. http://dx.doi.org/10.1007/978-94-6209-143-6_12.
  • PricewaterhouseCoopers. (2017). 2023’e doğru Türkiye’de STEM gereksinimi. Retrieved from https://www.pwc.com.tr/tr/gundem/dijital/2023e-dogru-turkiyede-stem-gereksinimi.html
  • Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. (2016). Bildiri özetleri. Retrieved from http://www.ufbmek.org/wp-content/uploads/2016/10/Bildiri-%C3%96zet-Kitap%C3%A7%C4%B1%C4%9F%C4%B1.pdf
  • Yoon, K. S., Garet, M., Birman, B., & Jacobson, R. (2007). Examining the effects of mathematics and science professional development on teachers’ instructional practice: Using professional development activity log. Washington, DC: Council of Chief State School Officers

Bütünleşik öğretmenlik projesi: Öğretmen eğitimine sürdürülebilir bir yaklaşım

Year 2017, Volume 6, Issue 4, 200 - 215, 30.10.2017
https://doi.org/10.19128/turje.332731

Abstract

Bu çalışmada öncelikle öğretmen ve öğretmen eğitimcileri için bir yol haritası işlevi görmesi beklenen Bütünleşik Öğretmenlik Çerçevesi’nin mantıksal, kavramsal ve kuramsal altyapısı tartışılmaktadır. Bu çerçeveye dayanan ve sürdürülebilirlik iddiasındaki bir öğretmen eğitimi projesinin ne ölçüde özgün değere ve yaygın etkiye sahip olduğu incelenmektedir. Proje kapsamında geliştirilen bir çok farklı program ise okuyucuların bu çalışmada detaylandırılan projeyi açık ve bağımsız şekilde değerlendirebilmeleri için kanıtlar olarak sunulmaktadır. Bu şekilde öğretmenler, öğretmen eğitimcileri, benzer proje önerileri yazmak amacındaki proje yürütücüleri ve politika yapıcılar için kısa dönemli seminer veya çalıştaylar yerine öğretmen eğitimine sürdürülebilir bir yaklaşımın gerekliliği ve önemi vurgulanmaktadır.

References

  • Adıgüzel, T., Ayar, M. C., Corlu, M. S., & Özel, S. (2012, June). Fen, Teknoloji, Mühendislik ve Matematik (FeTeMM) Eğitimi: Disiplinlerarası çalışmalar ve etkilişimler [STEM education in the Turkish context: Interdisciplinary investigations and interactions]. Paper presented at the X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde, Turkey.
  • Aşık, G., Baş, E., Türe, K., Türkmen, İ., & Corlu, M. S. (2017, May). A quantitative analysis of teacher perceptions of collaboration for STEM integration. Paper presented at the International Conference on Education in Mathematics, Science & Technology, Kuşadası, Turkey.
  • Berlin, D. F., & White, A. L. (1994). The Berlin-White integrated science and mathematics model. School Science and Mathematics, 94(1), 2–4.
  • Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.
  • Buchanan, R. (1992). Wicked Problems in Design Thinking. Design Issues, 8(2), 5-21. doi:10.2307/1511637
  • Capraro, R. M. (2017). Türk öğrenciler, biyoçeşitlilik ve çarpımsal ilkeler aracılığıyla STEM eğitimi’ni dönüştürüyor. In M. S. Corlu & E. Çallı (Eds.), STEM Kuram ve Uygulamaları (pp. 227–229). İstanbul: Pusula.
  • Capraro, R. M., Capraro, M. M., Scheurich, J., Jones, M., Morgan, J., Huggins, K.S., Corlu, M. S., Younes, R., & Han, S. (2016). The impact of sustained professional development in STEM project based learning on district outcome measures. The Journal of Educational Research. DOI: http://dx.doi.org/10.1080/00220671.2014.936997
  • Capraro, R. M., & Slough, S. W. (2013). Why PBL? Why STEM? Why now? An introduction to STEM project based learning. In R. M. Capraro, M. M. Capraro, & J. Morgan (Eds.). STEM project-based learning: An integrated Science, Technology, Engineering, and Mathematics (STEM) approach (2nd Edition). (pp. 1-5). Rotterdam, the Netherlands: Sense Publishers. http://dx.doi.org/10.1007/978-94-6209-143-6_12
  • Cawley, J. F. (1994). Science for students with disabilities. Remedial and Special Education, 15(2), 67–71.
  • Corlu, M. S. (2012). A pathway to STEM education: Investigating pre–service mathematics and science teachers at Turkish universities in terms of their understanding of mathematics used in science. (Unpublished doctoral dissertation). Texas A&M University, College Station.
  • Corlu, M. S. (2014). FeTeMM eğitimi makale çağrı mektubu [Call for STEM education research in the Turkish context]. Turkish Journal of Education, 3(1), 4-10
  • Corlu, M. S. (2017). STEM: Bütünleşik Öğretmenlik Çerçevesi [STEM: Integrated Teaching Framework]. In M. S. Corlu & E. Çallı (Eds.), STEM Kuram ve Uygulamaları (pp. 1–10). İstanbul: Pusula.
  • Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM Education: Implications for educating our teachers for the age of innovation. Education and Science, 39(171), 74–85.
  • Dewey, J. (1938). Experience & education. New York: Kappa Delta Pi.
  • Helvacı, B., Corlu, M. S., Aşık, G., & Doğança Küçük, Z. (2017, May). STEM ethics: Academic integrity and ethical concerns of teachers. Paper presented at the International Conference on Education in Mathematics, Science & Technology (ICEMST), Kuşadası, Turkey.
  • National Science Foundation. (2013). Chapter III: NSF proposal processing and review. Retrieved from https://www.nsf.gov/pubs/policydocs/pappguide/nsf13001/gpg_3.jsp
  • Özel, S. (2013). W3 of STEM PBL. In R. M. Capraro, M. M. Capraro, & J. Morgan (Eds.). STEM project-based learning: An integrated Science, Technology, Engineering, and Mathematics (STEM) approach (2nd Edition). (pp. 41-49). Rotterdam, the Netherlands: Sense Publishers. http://dx.doi.org/10.1007/978-94-6209-143-6_12.
  • PricewaterhouseCoopers. (2017). 2023’e doğru Türkiye’de STEM gereksinimi. Retrieved from https://www.pwc.com.tr/tr/gundem/dijital/2023e-dogru-turkiyede-stem-gereksinimi.html
  • Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. (2016). Bildiri özetleri. Retrieved from http://www.ufbmek.org/wp-content/uploads/2016/10/Bildiri-%C3%96zet-Kitap%C3%A7%C4%B1%C4%9F%C4%B1.pdf
  • Yoon, K. S., Garet, M., Birman, B., & Jacobson, R. (2007). Examining the effects of mathematics and science professional development on teachers’ instructional practice: Using professional development activity log. Washington, DC: Council of Chief State School Officers

Details

Subjects Education, Scientific Disciplines
Journal Section Reviews
Authors

Gürsu AŞIK>

0000-0003-2004-8856
Türkiye


Zerrin DOĞANÇA KÜÇÜK>

orcid.org/0000-0002-4439-3825
Türkiye


Başak HELVACI This is me

orcid.org/0000-0001-7930-3183
Türkiye


Mehmet Sencer CORLU>

0000-0002-1741-028X
Türkiye

Publication Date October 30, 2017
Published in Issue Year 2017, Volume 6, Issue 4

Cite

APA Aşık, G. , Doğança Küçük, Z. , Helvacı, B. & Corlu, M. S. (2017). Integrated teaching project: A sustainable approach to teacher education . Turkish Journal of Education , 6 (4) , 200-215 . DOI: 10.19128/turje.332731

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