Erken Çocukluk Döneminde Öğretmen Sorularının Uygulama Bazlı Kullanımlarının Bağlamsal Olarak İncelenmesi

Yıl 2020, , 63 - 80, 30.06.2020

Kübra Demir , Yilmaz Soysal

https://doi.org/10.31805/acjes.752805

Öz

Bu araştırmanın amacı bir erken çocukluk eğitimcisinin sınıf içi öğretimsel süreçlerde kullandığı soruların uygulama bazlı ve bağlamsal olarak incelenmesidir. Araştırmanın katılımcılarını bir erken çocukluk eğitimcisi ve 16 çocuk (60-72 aylık) oluşturmaktadır. Sınıf içi uygulamalar görsel olarak kaydedilmiş ve sosyokültürel söylem analizinin bir kolu olan sistematik gözlem yaklaşımıyla analiz edilmiştir. Veri temelli ve teori yönelimli katalog (Öğretmen Soruları Kodlama Kataloğu) aracılığıyla öğretmen soruları saniye ve/veya dakika aralıklı kodlanmıştır. Soruların söylemsel işlevleri yedi kategori ve 28 alt kategori altında toplanmıştır: iletişimsel sorular, izleme soruları, değerlendirme amaçlı sorular, çeldirme amaçlı sorular, delillendirme soruları, gözlem-karşılaştırma-tahmin soruları ve çıkarım amaçlı sorular. Ayrıca gözlemlenen soru türevlerinin ve oranlarının uygulama bazlı olacak şekilde öğrenenlerin sınıf ortamına getirdikleri kendi, acemi günlük dilleri ile öğretmenin öğrenenleri götürmeye çalıştığı bilimin sosyal dili arasındaki farklılıklardan ciddi derecede etkilendiği gözlemlenmiştir. Buna ek olarak uygulamalardaki müzakere edilen tematik içeriğin özelliğinin öğretmenin sorularının türevlerini ve oranlarını değiştirebileceği sonucuna ulaşılmıştır. Özellikle öğretmen farkındalığı bağlamında okul öncesi öğretmenlerinin mesleki gelişimleri adına çeşitli önerilerde bulunulmuştur.

Anahtar Kelimeler

erken çocukluk eğitimi, öğretmen soruları, öğretmen farkındalığı, söylem analizi

Teşekkür

Makaleye verdiği entellektüel katkılardan ötürü Sayın Yılmaz Soysal hocama, ve her daim yanımda olan aileme ve bilhassa babama teşekkürü bir borç bilirim...

Contextual Exploration of the Implementation-based Enactments of Teacher Questions in the Early Childhood Period

Öz

The purpose of the current study was to explore the questions staged by an early childhood teacher during in-class
teaching processes by a contextual and implementation-based manner. The participants of the study were an early
childhood educator and 16 children (60-72 months). In-class implementations were video-recorded and analysed through
systematic observation approach as a branch of sociocultural discourse analysis. Through a data-based and theoryladen
coding catalogue (Teacher Questions Coding Catalogue), teacher-led questions were labelled in seconds and/or
minutes intervals. The discursive functions of the teacher-led questions were gathered around seven categories and 28
sub-categories: communicating questions, monitoring (framing) questions, legitimating questions, challenging questions,
evidencing questions, observe-compare-predict questions, and inferencing (deducing) questions. In addition, it was
observed that the typologies and proportions of the enacted questions were moderately or substantially affected by the
differences between the students' everyday social languages that were brought to the classroom environment by the
learners and the social language of the school science that the teacher tried to take the pupils. It was also concluded
thematically-oriented specifications of the contents under negotiation during the in-class implementations seemed to
change the types and proportions of the teacher-led questions. Various educational recommendations were offered for
the professional development of preschool teachers, especially in the context of teacher noticing.

Anahtar Kelimeler

Early Childhood Education, Teacher Questions, Teacher Noticing, Discourse Analysis

Kaynakça

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