Year 2020, Volume 11 , Issue 3, Pages 668 - 705 2020-12-15

Mikro Öğretimden Gerçek Sınıfa: Matematik Öğretmeni Adaylarının Teknoloji Destekli Öğretimlerinin İncelenmesi
From Micro-Teaching to Classroom Teaching: An Examination of Prospective Mathematics Teachers’ Technology-Based Tasks

Gülay BOZKURT [1] , Melike YİĞİT KOYUNKAYA [2]


Bu çalışma, ortaöğretim matematik öğretmeni adaylarının tasarladıkları teknoloji destekli etkinlikleri öğretme süreçlerindeki değişim ve gelişimlerini incelemektedir. Matematiksel derinlik ve teknolojik eylemin çeşidi bileşenlerinden oluşan Dinamik Geometri Etkinlik Analiz Çerçevesi çalışmanın kavramsal temelini oluşturmaktadır. Bu çalışma, nitel araştırma paradigması benimsenerek döngüsel bir süreci içeren eylem araştırması ile desenlenmiştir. Katılımcılar Türkiye'deki bir devlet üniversitesinde ortaöğretim matematik eğitimi programına kayıtlı dört matematik öğretmeni adayından oluşmaktadır. 14 hafta süren Öğretmenlik Uygulaması dersi kapsamında yürütülen bu araştırmada öğretmen adaylarının geliştirdiği etkinliklerin mikro öğretim ve sınıf içi uygulama süreçlerine odaklanılmıştır. Araştırmanın veri grubunu her bir öğretmen adayının tasarladığı bir etkinlik, bu etkinliğin uygulama video kayıtları (mikro öğretim ve sınıf içi uygulama) ve görüşme video kayıtları oluşturmaktadır. Bu verilerin analizinde özellikle video analiz yöntemi kullanılarak etkinlikte amaçlanan matematiksel derinlik ve teknolojik eylemin çeşidi bileşenlerinin plandan uygulama süreçlerine nasıl ve neden değiştiği veya geliştiği incelenmiştir. Araştırmanın bulguları, mikro öğretimden sınıfa geçiş süreçlerinde, öğretmen adaylarının etkinliklerinin matematiksel derinliğini arttırdıkları ve bu derinliği arttırmak için etkili teknolojik eylemler kullandıkları görülmektedir. Özellikle, mikro öğretim sürecinin öğretmen adaylarının hem teknoloji destekli etkinliklerinin içeriğini geliştirmelerine hem de bu etkinliklerin sınıflarda uygulama süreçlerine katkı sağladığı belirlenmiştir.
This study examines the changes and development of prospective secondary mathematics teachers’ technology-based tasks through teaching practices. The Dynamic Geometry Task Analysis model consisting of the components of mathematical depth and technological action has been chosen as the conceptual framework of the study. In this study, a qualitative research paradigm has been adopted and action research methodology involving a cyclical process has been used. Participants of the study were four prospective secondary mathematics teachers, who were enrolled in a secondary mathematics education program at a state university in Turkey. This research was carried out within the scope of a 14-week Practicum course and focused on prospective mathematics teachers’ implementations of their technology-based tasks through micro-teaching and classroom teaching. Data mainly consisted of each prospective teacher’s one technology-based task, video recordings of their teaching practices (micro-teaching and classroom teaching) and interviews. Data was analyzed by using the video analysis method to examine how and why mathematical depth and technological action of the planned tasks changed or developed during micro-teaching and classroom practices. Findings of the study indicated that prospective mathematics teachers improved the levels of mathematical depth of their tasks by making use of their planned technological actions in a more effective way from micro-teaching to classroom teaching. In particular, it became apparent that micro-teaching supported the development of prospective mathematics teachers’ technology-based tasks in terms of content and also the implementation processes of their tasks in classrooms.
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Primary Language en
Subjects Education and Educational Research
Journal Section Research Articles
Authors

Orcid: 0000-0001-9573-5920
Author: Gülay BOZKURT (Primary Author)
Institution: ESKİŞEHİR OSMANGAZİ ÜNİVERSİTESİ
Country: Turkey


Orcid: 0000-0002-7872-3917
Author: Melike YİĞİT KOYUNKAYA
Institution: DOKUZ EYLÜL ÜNİVERSİTESİ
Country: Turkey


Dates

Publication Date : December 15, 2020

Bibtex @research article { turkbilmat682568, journal = {Turkish Journal of Computer and Mathematics Education (TURCOMAT)}, issn = {}, eissn = {1309-4653}, address = {}, publisher = {Türkbilmat Eğitim Hizmetleri}, year = {2020}, volume = {11}, pages = {668 - 705}, doi = {10.16949/turkbilmat.682568}, title = {From Micro-Teaching to Classroom Teaching: An Examination of Prospective Mathematics Teachers’ Technology-Based Tasks}, key = {cite}, author = {Bozkurt, Gülay and Yi̇ği̇t Koyunkaya, Melike} }
APA Bozkurt, G , Yi̇ği̇t Koyunkaya, M . (2020). From Micro-Teaching to Classroom Teaching: An Examination of Prospective Mathematics Teachers’ Technology-Based Tasks . Turkish Journal of Computer and Mathematics Education (TURCOMAT) , 11 (3) , 668-705 . DOI: 10.16949/turkbilmat.682568
MLA Bozkurt, G , Yi̇ği̇t Koyunkaya, M . "From Micro-Teaching to Classroom Teaching: An Examination of Prospective Mathematics Teachers’ Technology-Based Tasks" . Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11 (2020 ): 668-705 <https://dergipark.org.tr/en/pub/turkbilmat/issue/58294/682568>
Chicago Bozkurt, G , Yi̇ği̇t Koyunkaya, M . "From Micro-Teaching to Classroom Teaching: An Examination of Prospective Mathematics Teachers’ Technology-Based Tasks". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11 (2020 ): 668-705
RIS TY - JOUR T1 - From Micro-Teaching to Classroom Teaching: An Examination of Prospective Mathematics Teachers’ Technology-Based Tasks AU - Gülay Bozkurt , Melike Yi̇ği̇t Koyunkaya Y1 - 2020 PY - 2020 N1 - doi: 10.16949/turkbilmat.682568 DO - 10.16949/turkbilmat.682568 T2 - Turkish Journal of Computer and Mathematics Education (TURCOMAT) JF - Journal JO - JOR SP - 668 EP - 705 VL - 11 IS - 3 SN - -1309-4653 M3 - doi: 10.16949/turkbilmat.682568 UR - https://doi.org/10.16949/turkbilmat.682568 Y2 - 2020 ER -
EndNote %0 Türk Bilgisayar ve Matematik Eğitimi Dergisi From Micro-Teaching to Classroom Teaching: An Examination of Prospective Mathematics Teachers’ Technology-Based Tasks %A Gülay Bozkurt , Melike Yi̇ği̇t Koyunkaya %T From Micro-Teaching to Classroom Teaching: An Examination of Prospective Mathematics Teachers’ Technology-Based Tasks %D 2020 %J Turkish Journal of Computer and Mathematics Education (TURCOMAT) %P -1309-4653 %V 11 %N 3 %R doi: 10.16949/turkbilmat.682568 %U 10.16949/turkbilmat.682568
ISNAD Bozkurt, Gülay , Yi̇ği̇t Koyunkaya, Melike . "From Micro-Teaching to Classroom Teaching: An Examination of Prospective Mathematics Teachers’ Technology-Based Tasks". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11 / 3 (December 2020): 668-705 . https://doi.org/10.16949/turkbilmat.682568
AMA Bozkurt G , Yi̇ği̇t Koyunkaya M . From Micro-Teaching to Classroom Teaching: An Examination of Prospective Mathematics Teachers’ Technology-Based Tasks. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2020; 11(3): 668-705.
Vancouver Bozkurt G , Yi̇ği̇t Koyunkaya M . From Micro-Teaching to Classroom Teaching: An Examination of Prospective Mathematics Teachers’ Technology-Based Tasks. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2020; 11(3): 668-705.
IEEE G. Bozkurt and M. Yi̇ği̇t Koyunkaya , "From Micro-Teaching to Classroom Teaching: An Examination of Prospective Mathematics Teachers’ Technology-Based Tasks", Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 11, no. 3, pp. 668-705, Dec. 2020, doi:10.16949/turkbilmat.682568