Yıl 2019, Cilt 12 , Sayı 4, Sayfalar 1193 - 1208 2019-10-03

The Examination of Prospective Mathematics Teachers’ Mathematics Teaching Anxiety Levels
Matematik Öğretmen Adaylarının Matematik Öğretmeye Yönelik Kaygılarının İncelenmesi

Selin ÇENBERCİ [1]


The aim of this research is to determine prospective mathematics teachers’ mathematics teaching anxiety level who continue Pedagogical Formation Program aiming at acquiring the skills to the teachers who graduated in the Science Department and who studied in Mathematics Education Department at the Faculty of Education. Besides, it is aimed to examine whether the difference is significant in accordance with the program from which teacher education is received and gender variables. The sample of the research consists of 301 prospective math teachers who is studying at Math Education Department at Faculty of Education and receiving Pedagogical Formation Education. The study is a descriptive study which is made in accordance with the general survey model and is also a comparative study in which teaching anxiety mean levels of prospective math teachers about mathematics are examined. “The Mathematics Teaching Anxiety Scale” is used to examine the anxiety levels about teaching math of prospective math teachers. Descriptive statistics are used for the mathematics teaching anxieties of prospective math teachers who are studying at Math Education Department and Pedagogical Formation Program. As a result of the research, mathematics teaching anxiety mean scores of the prospective math teachers who continue Pedagogical Formation Program and who are studying in Mathematics Education Department at the Faculty of Education are found very close to each other. It is obtained that the prospective math teachers’ anxieties for teaching mathematics in two groups have a significant difference in accordance with gender in favor of female ones.
Bu araştırmanın amacı Fen-Edebiyat Bölümü mezunlarına öğretmenlik bilgi ve becerisini kazandırmaya yönelik pedagojik formasyon uygulamasına devam eden ve Eğitim Fakültesinde öğrenim görmekte olan matematik eğitimi bölümü öğretmen adaylarının matematik öğretmeye yönelik kaygı düzeylerini belirlemektir. Buna ilave olarak bu kaygılarının cinsiyet ve  öğretmenlik eğitimi alınan program değişkenine göre anlamlı bir fark gösterip göstermediğini tespit etmektir.  Araştırmanın örneklemini  Eğitim Fakültesi Matematik Eğitimi bölümünde lisans öğrenimi görmekte olan ve matematik bölümü mezunu olup Pedagojik Formasyon Eğitimi almakta olan toplam 301 matematik öğretmeni adayı oluşturmaktadır. Çalışma genel tarama modelinde yapılmış betimsel aynı zamanda da öğretmen adaylarının matematik öğretmeye yönelik kaygı düzey ortalamalarını inceleyen karşılaştırma çalışmasıdır. Matematik öğretmen adaylarının matematik öğretmeye yönelik kaygı düzeylerini belirlemek için Matematik Öğretmeye Yönelik Kaygı Ölçeği” kullanılmıştır. Matematik eğitimi bölümünde ve Pedagojik Formasyon Programında öğrenim gören matematik öğretmen adaylarının matematik öğretmeye yönelik kaygılarının incelenmesi için betimsel istatislikler ve normal dağılım göstemeyen veriler için Mann whitney-u istatistikleri kullanılmıştır. Araştırmanın sonucunda Eğitim Fakültesinde öğrenim görmekte olan öğretmen adayları ile Pedagojik Formasyon programı matematik öğretmen adaylarının matematik öğretmeye yönelik kaygı puan ortalamaları birbirine çok yakın bulunmuştur. İki gruptaki matematik  öğretmen adaylarının matematik öğretmeye yönelik kaygılarının cinsiyete göre kızlar lehine anlamlı bir farklılık gösterdiği tespit edilmiştir.
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Birincil Dil en
Konular Eğitim, Bilimsel Disiplinler
Bölüm Makaleler
Yazarlar

Yazar: Selin ÇENBERCİ (Sorumlu Yazar)
Kurum: NECMETTİN ERBAKAN ÜNİVERSİTESİ
Ülke: Turkey


Tarihler

Yayımlanma Tarihi : 3 Ekim 2019

Bibtex @araştırma makalesi { akukeg455708, journal = {Kuramsal Eğitimbilim Dergisi}, issn = {1308-1659}, eissn = {1308-1659}, address = {Eğitim Fakültesi, Eğitim 1 Binası, ANS Kampusu, 03200 / Afyonkarahisar}, publisher = {Afyon Kocatepe Üniversitesi}, year = {2019}, volume = {12}, pages = {1193 - 1208}, doi = {10.30831/akukeg.455708}, title = {The Examination of Prospective Mathematics Teachers’ Mathematics Teaching Anxiety Levels}, key = {cite}, author = {ÇENBERCİ, Selin} }
APA ÇENBERCİ, S . (2019). The Examination of Prospective Mathematics Teachers’ Mathematics Teaching Anxiety Levels. Kuramsal Eğitimbilim Dergisi , 12 (4) , 1193-1208 . DOI: 10.30831/akukeg.455708
MLA ÇENBERCİ, S . "The Examination of Prospective Mathematics Teachers’ Mathematics Teaching Anxiety Levels". Kuramsal Eğitimbilim Dergisi 12 (2019 ): 1193-1208 <https://dergipark.org.tr/tr/pub/akukeg/issue/47391/455708>
Chicago ÇENBERCİ, S . "The Examination of Prospective Mathematics Teachers’ Mathematics Teaching Anxiety Levels". Kuramsal Eğitimbilim Dergisi 12 (2019 ): 1193-1208
RIS TY - JOUR T1 - The Examination of Prospective Mathematics Teachers’ Mathematics Teaching Anxiety Levels AU - Selin ÇENBERCİ Y1 - 2019 PY - 2019 N1 - doi: 10.30831/akukeg.455708 DO - 10.30831/akukeg.455708 T2 - Kuramsal Eğitimbilim Dergisi JF - Journal JO - JOR SP - 1193 EP - 1208 VL - 12 IS - 4 SN - 1308-1659-1308-1659 M3 - doi: 10.30831/akukeg.455708 UR - https://doi.org/10.30831/akukeg.455708 Y2 - 2019 ER -
EndNote %0 Kuramsal Eğitimbilim Dergisi The Examination of Prospective Mathematics Teachers’ Mathematics Teaching Anxiety Levels %A Selin ÇENBERCİ %T The Examination of Prospective Mathematics Teachers’ Mathematics Teaching Anxiety Levels %D 2019 %J Kuramsal Eğitimbilim Dergisi %P 1308-1659-1308-1659 %V 12 %N 4 %R doi: 10.30831/akukeg.455708 %U 10.30831/akukeg.455708
ISNAD ÇENBERCİ, Selin . "The Examination of Prospective Mathematics Teachers’ Mathematics Teaching Anxiety Levels". Kuramsal Eğitimbilim Dergisi 12 / 4 (Ekim 2019): 1193-1208 . https://doi.org/10.30831/akukeg.455708
AMA ÇENBERCİ S . The Examination of Prospective Mathematics Teachers’ Mathematics Teaching Anxiety Levels. Kuramsal Eğitimbilim Dergisi. 2019; 12(4): 1193-1208.
Vancouver ÇENBERCİ S . The Examination of Prospective Mathematics Teachers’ Mathematics Teaching Anxiety Levels. Kuramsal Eğitimbilim Dergisi. 2019; 12(4): 1208-1193.