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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 Studies on Education
Journal Section Reviews
Authors

Gürsu AŞIK

Zerrin DOĞANÇA KÜÇÜK

Başak HELVACI This is me

Mehmet Sencer CORLU

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

Cite

APA AŞIK, G., DOĞANÇA KÜÇÜK, Z., HELVACI, B., CORLU, M. S. (2017). Integrated teaching project: A sustainable approach to teacher education. Turkish Journal of Education, 6(4), 200-215. https://doi.org/10.19128/turje.332731

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