Ders İmecesinin (Lesson Study) Sınıf Öğretmeni Adaylarının Matematik Dersini Planlama Bilgilerine Etkisinin İncelenmesi

Year 2015, Volume: 6 Issue: 2, 209 - 229, 08.09.2015

Müjgan Baki , Selahattin Arslan

https://doi.org/10.16949/turcomat.02379

Cited By: 3

Abstract

Bu makale, Öğretmenlik Uygulaması derslerinde uygulanan ders imecesi modelinin sınıf öğretmeni adaylarının alanı öğretme bilgilerine etkisini izlemek amacıyla yapılan bir araştırmanın bir bölümünü yansıtmaktadır. Makalede alanı öğretme bilgisinin alt bileşenlerinden olan öğrenme öğretme sürecini planlama boyutuna odaklanılmış ve ‘Ders imecesi uygulaması sınıf öğretmeni adaylarının bir öğrenme öğretme sürecini planlama bilgilerinin gelişimini nasıl etkilemektedir?’ sorusunun cevabı aranmıştır. Veri toplama aracı olarak video kayıtları, gözlem, alan notları, mülakat, ders planları kullanılmıştır. Ders imecesi grubunun bir dersin planlamasında nelere dikkat edilmesi gerektiği konusunda kendilerini geliştirdikleri ve bu adayların, etkinliklerin sayısını ayarlama, öğrenme öğretme sürecini bir kazanım dâhilinde tamamlama ve etkinlikleri uygun sırada sıralama konularında diğer grubun adaylarına göre daha iyi oldukları belirlenmiştir.

Keywords

Matematiği öğretme bilgisi (pedagojik alan bilgisi), ders imecesi, öğretmen adayı

Examining the Effect of Lesson Study on Prospective Primary Teachers’ Knowledge of Lesson Planning

Abstract

This article reflects a special part of a research conducted to examine the effect of lesson study on prospective classroom teachers’ mathematical pedagogical content knowledge (MPCK). In this article, the special part consists of prospective teachers’ knowledge of lesson planning including a mastery of planning an affective lesson taking into account student’s current knowledge, understanding and difficulties within mathematics. Therefore, the research question is how lesson study practices affect prospective classroom teachers’ knowledge of lesson planning as a sub component of MPCK. The research is conducted with 12 prospective classroom teachers, six of them have already assisted to lesson study and the others have not. Data collection tools consist of video records, class observations, field notes, interviews and lesson plans prepared and used by prospective teachers participated in lesson study. Findings indicated that the prospective classroom teachers who participated in lesson study improved their knowledge in terms of planning an affective lesson taking student’s current knowledge and understanding into consideration. They appeared to be aware of selecting and ordering appropriate activities related to the actual objectives of the mathematical topics. They also appeared to be better in lesson organization and lesson presentation comparing to the other group of prospective teachers who did not participated in lesson study.

Keywords:  Pedagogical content knowledge, lesson study, prospective teacher

Keywords

Pedagogical content knowledge, lesson study, prospective teacher

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