Öğrenci merkezli mikroöğretim deneyimlerinin fen bilgisi öğretmen adaylarının öz-yeterlik inançlarına etkisi

Year 2017, Volume: 6 Issue: 4, 186 - 199, 30.10.2017

Dilek Karışan

https://doi.org/10.19128/turje.341776

Cited By: 3

Abstract

Bu araştırmanın amacı fen
bilgisi öğretmen adaylarının mikro öğretim deneyimlerinin fen öğretimine yönelik
öz-yeterlik inançlarına etkisini incelemektir. Çalışma Özel Öğretim Yöntemleri dersini
alan fen bilgisi öğretmenliği son sınıf öğrencisi 50 öğretmen adayının gönüllü katılımı
ile gerçekleştirilmiştir. Veriler 2016-2017 güz yarıyılında 14 haftalık süre zarfında
toplanmıştır. Çalışma nitel ve nicel yöntemin birlikte kullanıldığı karma araştırma
deseni ile yürütülmüştür. Riggs & Enochs (1990) tarafından geliştirilen ve Tekkaya,
Çakıroğlu & Özkan (2004) tarafından Türkçe’ye uyarlanan Fen Öğretimine Yönelik
Öz-yeterlik ölçeği ön test son test olmak üzere uygulama öncesinde ve sonrasında
iki kez kullanılmıştır. Ayrıca yarı yapılandırılmış görüşmelerle öğretmen adaylarının
mikroöğretim deneyimleri hakkında bilgi edinilmiştir. Çalışma sonuçları mikro öğretim
deneyimlerinin fen öğretmen adaylarının öz-yeterlik inançları üzerinde olumlu etkisinin
olduğunu göstermiştir.

Keywords

Mikro öğretim, Fen eğitimi, Öz-yeterlik inancı

The impact of student centered microteaching practices on preservice science teachers' self-efficacy beliefs

Abstract

The purpose of this research
was to examine the impact of micro teaching practices on preservice science teachers’
self efficacy beliefs towards science teaching. The study was carried out with the
volunteer participation of 50 senior preservice science teachers as part of Science
Teaching Method course. The data was collected in 2016-2017 spring semester through
14 weeks. Mixed method research design using both qualitative and quantitative research
methods guided the study. Science Teaching Self-efficacy Beliefs (STEBI) Scale originally
developed by Riggs & Enochs (1990) and adapted to Turkish by Tekkaya, Çakıroğlu
& Özkan (2004) was used two times as pre-post test, before and after the investigation.
In addition to STEBI, semi structured interviews were conducted to explore preservice
teachers’ views about micro teaching practices. The results of the study showed
that micro teaching experiences have significant effect on preservice teachers'
self-efficacy beliefs.

Keywords

Micro teaching, science education, Self-efficacy beliefs

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