TY  - JOUR
T1  - Akran Koçluk Uygulamasının Fen Bilgisi Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgisine Etkisi
TT  - The Effects Of Peer Coaching On The Technological Pedagogical Content Knowledge Of Pre-Service Science Teachers
AU  - Karakaya Cırıt, Didem
AU  - Aydemir, Selçuk
PY  - 2019
DA  - December
DO  - 10.17679/inuefd.566462
JF  - İnönü Üniversitesi Eğitim Fakültesi Dergisi
JO  - INUJFE
PB  - İnönü Üniversitesi
WT  - DergiPark
SN  - 1300-2899
SP  - 933
EP  - 951
VL  - 20
IS  - 3
LA  - tr
AB  - Bu çalışmanın amacı akrankoçluk uygulamasının fen bilgisi öğretmen adaylarının Teknolojik Pedagojik AlanBilgisi (TPAB) ve TPAB’ı oluşturan öğelerin gelişimine etkisini incelemektedir.Bu amaçla çalışmaya 37 fen bilgisi öğretmen adayı (27 kız ve 10 erkek)katılmıştır. Çeşitli türleri olan koçluk uygulamasının “karşılıklı akrankoçluğu” bu çalışmada kullanılmıştır. 10 haftalık araştırma sürecinin ilk ikihaftasında, öğretmen adaylarına akran koçluğu eğitimi verilmiştir. Kalan 8haftada ise öğretmen adaylarından sınıf içi öğretim süreçlerinde akran koçluğuuygulamasını kullanmaları istenmiştir. Ayrıca her hafta “ÖğretmenlikUygulaması” dersi kapsamında en az bir saatlik teorik dersler işlenmiş ve buderslerde öğretmen adaylarına öğretim uygulamaları ve akran koçluğu formlarınayönelik dönütler verilmiştir.Dolayısıyla çalışma kapsamında 296 form incelenmiştir. Çalışmada eldeedilen verilerin analizinde içerik analizi kullanılmıştır. Çalışmada eldeedilen veriler; 1-Bilimsel açıklama, 2-Kısmen bilimsel açıklama ve 3-Bilimselolmayan açıklama olmak üzere üç kategoride incelenmiştir. Elde edilen bulgular,öğretmen adaylarının TPAB ve öğelerinde gelişim olduğunu göstermiştir. Öğretmenadaylarının ilk haftalarda üç bilgi alanında (alan, pedagojik ve pedagojik alanbilgisi) ön görüşme aşamasında kısmen bilimsel açıklama düzeyinde bulunduklarısadece teknolojik ve teknolojik pedagojik alan bilgisinde bilimsel olmayandüzeyde yoğunlaşmanın olduğu belirlenmiştir. Son haftalara doğru ise pedagojikbilgi, teknolojik bilgi ve teknolojik pedagojik alan bilgisinde gelişiminbilimsel düzeyde yoğunlaşmaya doğru olduğu belirlenmiştir. Gözlem aşamasındaise öğretmen adaylarının ilk haftalarda beş bilgi alanında da kısmen bilimselaçıklamada yoğunlaştıkları son haftalara doğru bilimsel açıklama düzeyine doğrubir geçiş olduğu ortaya çıkmıştır. Son görüşme aşamasında ise, dört bilgialanında ilk haftalarda bilimsel olmayan açıklama düzeyinde yoğunlaşan öğretmenadayları sonlara doğru kısmen bilimsel açıklamaya doğru gelişim gösterdiğitespit edilmiştir. Sadece pedagojik bilgide ilk haftalarda kısmen bilimseldüzeyde yer alan öğretmen adayları son haftalara doğru da aynı düzeyde kaldığıbelirlenmiştir.
KW  - Akran koçluğu
KW  - Fen bilgisi eğitimi
KW  - Fen bilgisi öğretmen adayları
N2  - This study aims toexamine the effects of peer coaching on the development of Pre-service ScienceTeachers’ (PSTs) Technological Pedagogical Content Knowledge (TPCK) and thecomponents of TPCK. A total of 37 pre-service science teachers (27 females and10 males) participated in the study. Of the different types of coaching thatare available, “mutual peer coaching” was used in this study. In the first twoweeks of the 10-week research process, the PSTs received peer coachingtraining. In the remaining 8 weeks, the PSTs were asked to implement peercoaching in their classroom teaching. In addition, one-hour theoretical classeswere taught each week in the “Teaching Practice” course, during which the PSTsreceived feedback on their teaching practices and peer coaching forms.Therefore, a total of 296 forms were examined in this study. The data wereanalyzed through content analysis. They were examined in three categories:1-Scientific explanation, 2-Partially scientific explanation, and3-Non-scientific explanation. The findings showed an improvement in the PSTs’TPCK and its components. It was found that during the preliminary interviews inthe early weeks, the PSTs had partially scientific explanations in the threecontent areas (content knowledge, pedagogical knowledge and pedagogical contentknowledge), and non-scientific explanations only in technological knowledge andtechnological pedagogical content knowledge. In the later weeks, they movedtowards scientific explanations in pedagogical knowledge, technologicalknowledge and technological pedagogical content knowledge. In the observationof their teaching, the PSTs had partially scientific explanations in all fivecontent areas in the first weeks, and shifted towards scientific explanationsin later weeks. In the final interviews, the PSTs were found to move fromnonscientific explanations towards partially scientific explanations in fourcontent areas. On the other hand, only in pedagogical knowledge, students whohad partially scientific explanations in the first weeks remained at the samelevel in the later weeks.
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UR  - https://doi.org/10.17679/inuefd.566462
L1  - http://dergipark.org.tr/tr/download/article-file/925522
ER  -