BibTex RIS Kaynak Göster

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Yıl 2015, , 305 - 342, 29.04.2015

Ramazan Sağ

https://doi.org/10.14520/adyusbd.60947

Öz

The process of school practices is a critical element that displays the characteristics of progressivity and integrity between theory and practice in the pre-service teaching curriculum. Designing teaching curriculums in integrity and sequence with its other elements is an important discussion subject. This study is designed to examine school practices of the Lyndon State College (LSC) classroom teaching curriculum closely within the framework of its integrative structure. In this study, which is designed according to the illustrative technique of the case study, basic research units are identified as school practice process, supportive elements and problems as well as themes of study at the same time. The data was gathered from the documenatry analysis, and interviewing with students and lectures. It is seen that the courses related to school practices are identified in progressive stages towards preparation, apprenticeship and professionalism. School practice courses are defined together with courses, exams and notices that should be taken prior to and during the time of practice. This shows that the curriculum enhances the integration and sequence between theory and practice as much as it increases the integration degree horizontally and vertically

Anahtar Kelimeler

Lyndon State College school practices integration sequence

Kaynakça

  • Aytaç, A. (2010). Öğretmenlik Uygulamalarında Uygulama Öğretim Elemanlığı: Seçimi, Yetiştirilmesi, Rolleri Üzerine Bir İnceleme. Basılmamış Yüksek Lisans Tezi, Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü, Burdur.
  • Bareday, C. (1964). Comperative Method in Education. USA: Holt, Rinehart and Winston, Inc.
  • Borko, H. &. Putnam, R. (1996). Learning to Teach. In D. Berliner & R. Calfee (Eds.) Handbook of Educational Psychology (s. 673-708). New York: MacMillan.
  • Cochran-Smith, M. (2001). “The Outcomes Question in Teacher Education”. Teaching & Teacher Education, 17, 5, 527-546.
  • Darling-Hammond, L. (2006). “Constructing 21st-Century Teacher Education”. Journal of Teacher Education, , 57, 10, 1-15.
  • Davey, L. (1991). “The Application of Case Study Evaluations”. Practical Assessment, Research & Evaluation, 2, 9. http://PAREonline.net/getvn.asp?v=2&n=9. 8 Nisan 2014 tarihinde alınmıştır.
  • Demirel, Ö. (1996). Karşılaştırmalı Eğitim. Ankara: USEM Yayınları.
  • Feiman-Nemser, S. &. (1985). “The Pitfalls of Experience in Teacher”. Teachers College Record, 87, 1, 53-65.
  • Feiman-Nemser, S., Parker, M. B., & Zeichner, K. (1992). Are mentor teacher teacher educators? 11 May 2011 tarihinde http://www.educ.msu.edu/NCRTL/PDFs/NCRTL/ResearchReports/Rr9211.pdf.’ linkinden alınmıştır (Rapor).
  • Furlong, J. (2002). “Ideology and Reform in Teacher Education in England: Some Reflections on Cochran-Smith and Fries”. Educational Researcher, 31, 6, 23-25.
  • Griffin, L. L. (2008). “Longitudinal Faculty Study Groups: A Model for Developing Comprehensive Teacher Preparation Programs”. Journal of College Teaching & Learning, 5, 8, 19–26.
  • Grossman, P. (2008). “Back to The Future: Directions for Research in Teaching and Teacher Education”. American Educational Research Journal, 45, 1, 184-205.
  • Grossman, P. W., Wineburg, S., & Woolworth, S. (2001). “Toward a Theory of Teacher Community”. The Teachers College Records, 103, 942-1012.
  • Hastings, W. (2004). “Emotions and The Practicum: The Cooperating Teachers”. Teachers and Teaching: theory and practice, , 10, 2, 135-148.
  • Hoachlander, G. (1999). “Integrating Academic and Vocational Curriculum: Why Is Theory so Hard to Practice”. 10 Aralık 2010 tarihinde http://eric.ed.gov/PDFS/ED433454.pdf (Research report): ERIC Database veri tabaından alınmıştır.
  • Kazamias, A. M. (1965). Tradition and Change in Education. NJ: Englewood Cliffs, Prentice Hall.
  • Kearns, P. (2001). Generic Skills for The New Economy. 05 Aralık 2011 tarihinde http://jm1234567890.fastmail.fm.user.fm/gac/Generic%20skills%20for%20the%20New%20Economy.pdf' linkinden alınmıştır.
  • Kiraz, E. (2005). “Older Is Not Always Better: A Study of Novice and Experienced Teachers in Fulfilling Supervisory Role”. N. P. (ed.) Quality in Education in the Balkans (s. 509-523). Sofia, Bulgaria: Kyriakidis Publishing House, Athens, Greece.
  • Korthagan, F., & Kessels, J. (1999). “Linking Theory and Practice: Changing The Pedagogy of Teacher Education”. Educational Researcher, 28(4), 4-17.
  • Laursen, P. F. (2007). “Student Teachers’ Conceptions of Theory and Practice in Teacher Education”. International Study Association on Teachers and Teaching, ISATT Konferansı, 5-7 Temmuz Lyon. 8 Eylül 2011 tarihinde http://wikindx.ens-lyon.fr/biblio_vst/index.php?action=resource_RESOURCEVIEW_CORE&id=5087'den alınmıştır (Özet).
  • Lyndon State College, Department of Education. (t.y.). Profesional Attributes & Disposition Assesment. (Çoğaltma).
  • Lyndon State College (t.y.) Milestone to Licencure: Student Handbook, (t.y.). Lyndon State College. (Çoğaltma).
  • Lyndon State College. (2009). Student Teaching Handbook For Elematary, Early Chilhood, Special Education, Licensure Programs. (Çoğaltma).
  • Lyndon State College. (2010). Self-Study Report. Lyndon, Vermont, USA: Lyndon State College.
  • Lyndon State College (2011). Matematik Methods and Social Studies Courses. 10 Kasım.2011 tarihinde http://catalog.lyndonstate.edu/preview_program.php?catoid=15&poid=746 linkinden alınmıştır.
  • Lyndon State College. (2011). 2011-2012 Undergraduate Catalogue. 14 Kasım 2011 tarihinde http://catalog.lyndonstate.edu/ linkinden alınmıştır.
  • Lyndon State College. (2011). Education Programs. 11 Kasım 2011 tarihinde http://catalog.lyndonstate.edu/preview_entity.php?catoid=19&ent_oid=228&returnto=338 linkinden alınmıştır.
  • Lyndon State College. (2011). General Education and Degree Program Information. http://catalog.lyndonstate.edu/content.php?catoid=19&navoid=338.
  • Lyndon State College. (2014). Policies and Procuders, Credit Definition and Load. 12 Kasım 2011 tarihinde http://catalog.lyndonstate.edu/content.php?catoid=9&navoid=107#cred_defi linkinden alınmıştır.
  • Lyndon State College. (2014). Requirements for The Program. 15 Ağustos 2014 tarihinde http://catalog.lyndonstate.edu/preview_program.php?catoid=19&poid=984 linkinden alınmıştır.
  • Mapfumo, J. S., Chitsiko, N., & Chireshe, R. (2012). Teaching practice generated stressors and coping mechanisms among student teachers in Zimbabwe. South African Journal of Education, 32, 2,156-166.
  • Marais, P. (2013). “Feeling is Believing: Student Teachers's Expressions of Their Emotions”. Journal Social Sciences. 35 (3), 207-216.
  • National Council on Teacher Quality. (2014). 2014 Teacher Prep Review: A Review of The Natiaonal Teacher Preparation Programs. 8 Eylül 2014 tarihinde http://www.nctq.org/dmsView/Teacher_Prep_Review_2014_Report linkinden alınmıştır.
  • Oliva, P. F. (2009). Developing The Curriculum. (Yedinci Baskı). USA: Pearson Education, Inc.
  • O’Reilly,K.(2009). Key Concepts in Ethnography. 14 Kasım 2011 tarihinde http://catalog.vsc.edu/web2/tramp2.exe/see_record/A00orget.002?server=1home&item=1&item_source=1home linkinden alınmıştır.
  • Paker, T. (2000). “Teaching Practice from Student Teachers’ Perspective”. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Dergisi, 6, 111-118.
  • Paker, T. (2011). “Student Teacher Anxiety Related to The Teaching Practicum”. Eurasian Journal of Educational Research., 42, 207-224.
  • Sağ,R.(2007). Uygulama Öğretmenliğinin Değerlendirilmesi. Basılmamış Doktora Tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Sağ,R.(2014). “The Course of Pre-Service Teachers’ Expectations in School Practices and The Factors Affecting Their Expectations”. Creative Education, 5, 5, 353-371. DOI:10.4236/ce.2014.55045 .
  • Sönmez, V. (1994). Program Geliştirmede Öğretmen Elkitabı (Beşinci Baskı). Ankara: Pegem Özel Eğitim Hizmetleri Ltd. Şt.
  • State of Vermont, Agent of Education. (2013). A Vision for Teaching, Leading, and Learning: Core Teaching and Leadership Standards for Vermont Educators. 15 Ağustos 2014 tarihinde http://education.vermont.gov/documents/EDU-Licensing_Vision_for_Teaching_Leading_and_Learning.pdf linkinden alınmıştır.
  • The Commission on Institutions of Higher Education of the New England Association of Schools and Colleges. (2013). About Acredition. 11 Mayıs 2014 tarihinde https://cihe.neasc.org/about-accreditation linkinden alınmıştır.
  • The Vermont Standards Board for Professional Educators (2011). Vermont Rules Governing the Licensing of Educators and the Preparation of Educational Professionals. 14 Kasım 2011 tarihinde http://education.vermont.gov/new/pdfdoc/pgm_prostandards/vsbpe/rules/educ_5100_licensing_regulations.pdf#page=5 linkinden alınmıştır.
  • Türkoğlu, A. (1998). Karşılaştırmalı Eğitim. Adana: Baki Yayınları
  • Vassaf, G. (2014, 7 Temmuz). Hasis Değil Sıkı Bir Çevreciydi. 7 Temmuz 2014 tarihinde http://kitap.radikal.com.tr/makale/haber/hasis-degil-siki-bir-cevreciydi-400629 linkinden alınmıştır.
  • Vermont’s Website. (2014). Lyndon Welcome to Lyndon & Lyndonville Vermont's Website! 20 Haziran 2014 tarihinde http://www.lyndonvt.org/ linkinden alınmıştır.
  • Whitcomb, J. A. (2003). Learning and Pedagogy in Initial Teacher Preparation. J. A. Whitcomb, (Ed.), Handbook of Psychology, Volume 7: Educational Psychology (s. 533-556). New York: John Wiley & Sons, Inc.
  • Wilkin, M. (1994). Initial Training as A Case of Postmodern Development: Some Implications for Mentoring. H. H. Ed: Donald McIntyre (Ed), Mentoring (s. 37-53). Londra: Kagan Page.
  • Yıldırım, A. (2013). “Türkiye’de Öğretmen Eğitimi Araştırmaları: Yönelimler, Sorunlar ve Öncelikli Alanlar”. Eğitim ve Bilim, 38, 169, 175-191.
  • Yin, R. K. (2009). Case Study Research: Desing and Methods (Dördüncü Baskı). Los Angeles, London, New Delhi, Singapoore, Washington Dc: Sage Inc.

LYNDON STATE COLLEGE SINIF ÖĞRETMENLİĞİ EĞİTİMİ PROGRAMINININ OKUL UYGULAMALARI SÜRECİ

Yıl 2015, , 305 - 342, 29.04.2015

Ramazan Sağ

https://doi.org/10.14520/adyusbd.60947

Öz

Okul uygulamaları süreci, hizmet öncesi öğretmen eğitimi programlarının kuram ve uygulama arasındaki bütünleştirme ve aşamalılık niteliğini gösteren kritik öğe özelliği konumundadır. Öğretmen eğitimi programlarının, programı oluşturan öğeleri arasında bütünlük ve aşamalılık biçimde tasarlanamaması önemli bir tartışma konusudur. Bu çalışma, LSC sınıf öğretmenliği eğitim programının okul uygulama sürecini programın bütünsel yapısı çerçevesinde yakından incelemek amaçlı olarak tasarlanmıştır. Örnek olayın tanılayıcı tekniğine göre tasarlanan çalışmada temel araştırma birimleri okul uygulama süreci ile destekleyici unsurlar ve problemler olarak tanımlanmıştır. Okul uygulama çalışmalarıyla ilgili derslerin hazırlık, çıraklık ve profesyonellik doğrultusunda aşamalı olarak tanımlandığı görülmektedir. Okul uygulama derslerinin uygulama öncesinde, uygulama anında alınması gereken dersler, sınavlar ve bildirimlerin birlikte tanımlanmış olması program öğeleri arasında bütünleştirme ve aşamalılık özelliklerinin niteliklerini artıran bir özellik olduğunu göstermektedir.

Anahtar Kelimeler

Lyndon State College okul uygulama çalışmaları bütünsellik aşamalılık

Kaynakça

  • Aytaç, A. (2010). Öğretmenlik Uygulamalarında Uygulama Öğretim Elemanlığı: Seçimi, Yetiştirilmesi, Rolleri Üzerine Bir İnceleme. Basılmamış Yüksek Lisans Tezi, Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü, Burdur.
  • Bareday, C. (1964). Comperative Method in Education. USA: Holt, Rinehart and Winston, Inc.
  • Borko, H. &. Putnam, R. (1996). Learning to Teach. In D. Berliner & R. Calfee (Eds.) Handbook of Educational Psychology (s. 673-708). New York: MacMillan.
  • Cochran-Smith, M. (2001). “The Outcomes Question in Teacher Education”. Teaching & Teacher Education, 17, 5, 527-546.
  • Darling-Hammond, L. (2006). “Constructing 21st-Century Teacher Education”. Journal of Teacher Education, , 57, 10, 1-15.
  • Davey, L. (1991). “The Application of Case Study Evaluations”. Practical Assessment, Research & Evaluation, 2, 9. http://PAREonline.net/getvn.asp?v=2&n=9. 8 Nisan 2014 tarihinde alınmıştır.
  • Demirel, Ö. (1996). Karşılaştırmalı Eğitim. Ankara: USEM Yayınları.
  • Feiman-Nemser, S. &. (1985). “The Pitfalls of Experience in Teacher”. Teachers College Record, 87, 1, 53-65.
  • Feiman-Nemser, S., Parker, M. B., & Zeichner, K. (1992). Are mentor teacher teacher educators? 11 May 2011 tarihinde http://www.educ.msu.edu/NCRTL/PDFs/NCRTL/ResearchReports/Rr9211.pdf.’ linkinden alınmıştır (Rapor).
  • Furlong, J. (2002). “Ideology and Reform in Teacher Education in England: Some Reflections on Cochran-Smith and Fries”. Educational Researcher, 31, 6, 23-25.
  • Griffin, L. L. (2008). “Longitudinal Faculty Study Groups: A Model for Developing Comprehensive Teacher Preparation Programs”. Journal of College Teaching & Learning, 5, 8, 19–26.
  • Grossman, P. (2008). “Back to The Future: Directions for Research in Teaching and Teacher Education”. American Educational Research Journal, 45, 1, 184-205.
  • Grossman, P. W., Wineburg, S., & Woolworth, S. (2001). “Toward a Theory of Teacher Community”. The Teachers College Records, 103, 942-1012.
  • Hastings, W. (2004). “Emotions and The Practicum: The Cooperating Teachers”. Teachers and Teaching: theory and practice, , 10, 2, 135-148.
  • Hoachlander, G. (1999). “Integrating Academic and Vocational Curriculum: Why Is Theory so Hard to Practice”. 10 Aralık 2010 tarihinde http://eric.ed.gov/PDFS/ED433454.pdf (Research report): ERIC Database veri tabaından alınmıştır.
  • Kazamias, A. M. (1965). Tradition and Change in Education. NJ: Englewood Cliffs, Prentice Hall.
  • Kearns, P. (2001). Generic Skills for The New Economy. 05 Aralık 2011 tarihinde http://jm1234567890.fastmail.fm.user.fm/gac/Generic%20skills%20for%20the%20New%20Economy.pdf' linkinden alınmıştır.
  • Kiraz, E. (2005). “Older Is Not Always Better: A Study of Novice and Experienced Teachers in Fulfilling Supervisory Role”. N. P. (ed.) Quality in Education in the Balkans (s. 509-523). Sofia, Bulgaria: Kyriakidis Publishing House, Athens, Greece.
  • Korthagan, F., & Kessels, J. (1999). “Linking Theory and Practice: Changing The Pedagogy of Teacher Education”. Educational Researcher, 28(4), 4-17.
  • Laursen, P. F. (2007). “Student Teachers’ Conceptions of Theory and Practice in Teacher Education”. International Study Association on Teachers and Teaching, ISATT Konferansı, 5-7 Temmuz Lyon. 8 Eylül 2011 tarihinde http://wikindx.ens-lyon.fr/biblio_vst/index.php?action=resource_RESOURCEVIEW_CORE&id=5087'den alınmıştır (Özet).
  • Lyndon State College, Department of Education. (t.y.). Profesional Attributes & Disposition Assesment. (Çoğaltma).
  • Lyndon State College (t.y.) Milestone to Licencure: Student Handbook, (t.y.). Lyndon State College. (Çoğaltma).
  • Lyndon State College. (2009). Student Teaching Handbook For Elematary, Early Chilhood, Special Education, Licensure Programs. (Çoğaltma).
  • Lyndon State College. (2010). Self-Study Report. Lyndon, Vermont, USA: Lyndon State College.
  • Lyndon State College (2011). Matematik Methods and Social Studies Courses. 10 Kasım.2011 tarihinde http://catalog.lyndonstate.edu/preview_program.php?catoid=15&poid=746 linkinden alınmıştır.
  • Lyndon State College. (2011). 2011-2012 Undergraduate Catalogue. 14 Kasım 2011 tarihinde http://catalog.lyndonstate.edu/ linkinden alınmıştır.
  • Lyndon State College. (2011). Education Programs. 11 Kasım 2011 tarihinde http://catalog.lyndonstate.edu/preview_entity.php?catoid=19&ent_oid=228&returnto=338 linkinden alınmıştır.
  • Lyndon State College. (2011). General Education and Degree Program Information. http://catalog.lyndonstate.edu/content.php?catoid=19&navoid=338.
  • Lyndon State College. (2014). Policies and Procuders, Credit Definition and Load. 12 Kasım 2011 tarihinde http://catalog.lyndonstate.edu/content.php?catoid=9&navoid=107#cred_defi linkinden alınmıştır.
  • Lyndon State College. (2014). Requirements for The Program. 15 Ağustos 2014 tarihinde http://catalog.lyndonstate.edu/preview_program.php?catoid=19&poid=984 linkinden alınmıştır.
  • Mapfumo, J. S., Chitsiko, N., & Chireshe, R. (2012). Teaching practice generated stressors and coping mechanisms among student teachers in Zimbabwe. South African Journal of Education, 32, 2,156-166.
  • Marais, P. (2013). “Feeling is Believing: Student Teachers's Expressions of Their Emotions”. Journal Social Sciences. 35 (3), 207-216.
  • National Council on Teacher Quality. (2014). 2014 Teacher Prep Review: A Review of The Natiaonal Teacher Preparation Programs. 8 Eylül 2014 tarihinde http://www.nctq.org/dmsView/Teacher_Prep_Review_2014_Report linkinden alınmıştır.
  • Oliva, P. F. (2009). Developing The Curriculum. (Yedinci Baskı). USA: Pearson Education, Inc.
  • O’Reilly,K.(2009). Key Concepts in Ethnography. 14 Kasım 2011 tarihinde http://catalog.vsc.edu/web2/tramp2.exe/see_record/A00orget.002?server=1home&item=1&item_source=1home linkinden alınmıştır.
  • Paker, T. (2000). “Teaching Practice from Student Teachers’ Perspective”. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Dergisi, 6, 111-118.
  • Paker, T. (2011). “Student Teacher Anxiety Related to The Teaching Practicum”. Eurasian Journal of Educational Research., 42, 207-224.
  • Sağ,R.(2007). Uygulama Öğretmenliğinin Değerlendirilmesi. Basılmamış Doktora Tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Sağ,R.(2014). “The Course of Pre-Service Teachers’ Expectations in School Practices and The Factors Affecting Their Expectations”. Creative Education, 5, 5, 353-371. DOI:10.4236/ce.2014.55045 .
  • Sönmez, V. (1994). Program Geliştirmede Öğretmen Elkitabı (Beşinci Baskı). Ankara: Pegem Özel Eğitim Hizmetleri Ltd. Şt.
  • State of Vermont, Agent of Education. (2013). A Vision for Teaching, Leading, and Learning: Core Teaching and Leadership Standards for Vermont Educators. 15 Ağustos 2014 tarihinde http://education.vermont.gov/documents/EDU-Licensing_Vision_for_Teaching_Leading_and_Learning.pdf linkinden alınmıştır.
  • The Commission on Institutions of Higher Education of the New England Association of Schools and Colleges. (2013). About Acredition. 11 Mayıs 2014 tarihinde https://cihe.neasc.org/about-accreditation linkinden alınmıştır.
  • The Vermont Standards Board for Professional Educators (2011). Vermont Rules Governing the Licensing of Educators and the Preparation of Educational Professionals. 14 Kasım 2011 tarihinde http://education.vermont.gov/new/pdfdoc/pgm_prostandards/vsbpe/rules/educ_5100_licensing_regulations.pdf#page=5 linkinden alınmıştır.
  • Türkoğlu, A. (1998). Karşılaştırmalı Eğitim. Adana: Baki Yayınları
  • Vassaf, G. (2014, 7 Temmuz). Hasis Değil Sıkı Bir Çevreciydi. 7 Temmuz 2014 tarihinde http://kitap.radikal.com.tr/makale/haber/hasis-degil-siki-bir-cevreciydi-400629 linkinden alınmıştır.
  • Vermont’s Website. (2014). Lyndon Welcome to Lyndon & Lyndonville Vermont's Website! 20 Haziran 2014 tarihinde http://www.lyndonvt.org/ linkinden alınmıştır.
  • Whitcomb, J. A. (2003). Learning and Pedagogy in Initial Teacher Preparation. J. A. Whitcomb, (Ed.), Handbook of Psychology, Volume 7: Educational Psychology (s. 533-556). New York: John Wiley & Sons, Inc.
  • Wilkin, M. (1994). Initial Training as A Case of Postmodern Development: Some Implications for Mentoring. H. H. Ed: Donald McIntyre (Ed), Mentoring (s. 37-53). Londra: Kagan Page.
  • Yıldırım, A. (2013). “Türkiye’de Öğretmen Eğitimi Araştırmaları: Yönelimler, Sorunlar ve Öncelikli Alanlar”. Eğitim ve Bilim, 38, 169, 175-191.
  • Yin, R. K. (2009). Case Study Research: Desing and Methods (Dördüncü Baskı). Los Angeles, London, New Delhi, Singapoore, Washington Dc: Sage Inc.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Ramazan Sağ

Yayımlanma Tarihi 29 Nisan 2015
Yayımlandığı Sayı Yıl 2015

Kaynak Göster

APA Sağ, R. (2015). LYNDON STATE COLLEGE SINIF ÖĞRETMENLİĞİ EĞİTİMİ PROGRAMINININ OKUL UYGULAMALARI SÜRECİ. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(19), 305-342. https://doi.org/10.14520/adyusbd.60947