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Reflective and Clinical Teacher Education: A Model Proposal towards Application

Yıl 2022, Cilt: 15 Sayı: 4, 788 - 815, 31.10.2022
https://doi.org/10.30831/akukeg.1089451

Öz

Kuram ve uygulamayı bağlam odaklı bütünleştirebilen ve biçimlendirici değerlendirmeyi öğretmenlerin kişisel ve mesleki gelişiminde kullanan pek az öğretmen eğitimi modeli geliştirilebilmiştir. Bunlar arasında Klinik Öğretmen Eğitimi Modeli ile Yansıtmaya Dayalı Gerçekçi Öğretmen Eğitimi modelleri öne çıkmaktadır. Bu iki model, öğretmen adaylarının mesleki bilgi ve becerisini, mesleğe yönelik inanç ve tutumlarını kişilik özellikleri ile bütünleştirerek onları mesleklerine olabilecek en erken zamanda ve en etkili biçimde hazırlamaktadır. Türkiye’de de öğretmen eğitimi alanında yapılması gereken felsefeler üstü bir zihniyet değişimidir ve bu çalışma ile bunun temellerinin atılması amaçlanmaktadır. Bu kuramsal çalışmada, bu iki modelden esinlenerek Türk öğretmen eğitimi sisteminin yapısı ve olanakları göz önünde bulundurularak yansıtmaya ve yeterliliklere dayalı yeni ve özgün bir öğretmen eğitimi modeli önerilmektedir. Bu modelde, öğretmen adayları belirlenen yeterlilikleri her sene sarmal bir yapıda içselleştirmekte, sürecin tüm aşamalarında sistematik yansıtma yapmakta, akranlarından, danışmanlarından ve uygulama okullarındaki öğretmenlerinden düzenli dönüt alarak kişisel ve mesleki gelişimlerini bir öğrenme topluluğu içinde gerçekleştirmektedir. Çalışma kapsamında, kuram ve uygulamayı dört yıllık öğretmen eğitiminde bütünleştiren bu modelin kuramsal altyapısı ve dayanakları açıklanmakta ve somut uygulama örnekleri sunulmaktadır.

Destekleyen Kurum

Anadolu Üniversitesi

Proje Numarası

1802E024

Teşekkür

.

Kaynakça

  • Adams, R., Kim, Y. M., & Greene, W. L. (2013). Actualizing core strengths in new teacher development. In F. A. J. Korthagen, Y. M. Kim, & W. L. Greene (Eds.), Teaching and learning from within: A core reflection approach to quality and inspiration in education (pp. 61–75). New York, NY: Routledge.
  • Attema-Noordewier, S., Korthagen, F., & Zwart, R. (2011). Promoting quality from within: A new perspective on professional development in schools. In M. Kooy & K. van Veen (Eds.), Teacher learning that matters: International perspectives (pp. 115–142). New York, NY: Routledge.
  • Biesta, G. (2012). The future of teacher education: Evidence, competence or wisdom? RoSE–Research on Steiner Education, 3(1). Burn, K. & Mutton, T. (2015). A review of ‘research-informed clinical practice’ in initial teacher education. Oxford Review of Education, 41(2), 217-233.
  • Caena, F. (2014). Initial teacher education in Europe: an overview of policy issues. European Commission. ET2020 Working Group of Schools Policy. Consultado en http://ec. europa. eu/education/policy/strategic-‐framework/expert-‐groups/documents/initial-‐teacher-‐education_en. pdf.
  • Cochran-Smith, M., & Fries, K. (2009). The AERA Panel on research and teacher education: Context and goals. In Cochran-Smith, M., & Zeichner, K. M. (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education. Routledge.
  • Conway, P., Murphy, R., Rath, A. & Hall, K. (2009). Learning to teach and its implications for the continuum of teacher education: A nine-country cross-national study. University College Cork. Ireland.
  • Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-Bass.
  • Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547-561.
  • Dewey, J. (1910). How we think. New York: D.C. Heath.
  • Furman, C. (2018). Descriptive inquiry: Cultivating practical wisdom with teachers. Teachers and Teaching, 24(5), 559-570.
  • Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re‐imagining teacher education. Teachers and Teaching: theory and practice, 15(2), 273-289.
  • Guthrie, H. (2009). Competence and competency-based training: What the literature says. National Centre for Vocational Education Research Ltd. PO Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. ERIC number: ED507116
  • Hoekstra, A. (2007). Experienced teachers' informal learning in the workplace. IVLOS, Universiteit Utrecht.
  • Hoekstra, A., & Korthagen, F. (2011). Teacher learning in a context of educational change: Informal learning versus systematically supported learning. Journal of Teacher Education, 62(1), 76-92.
  • Koenen, A. K. Dochy, F. & Berghmans, I. (2015). A phenomenographic analysis of the implementation of competence-based education in higher education. Teaching and Teacher Education, 50, 1-12.
  • Korthagen, F. (2001) Linking practice and theory: The pedagogy of realistic teacher education. Paper presented at the annual meeting of American Educational Research Association. Seattle. April 2001. Erişim adresi: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.92.1562&rep=rep1&type=pdf
  • Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97.
  • Korthagen, F. (2005). Practice, theory, and person in lifelong professional learning. In Beijaard, D., Meijer, C.P., Morine-Dershimer, G., & Tillema, G. (Eds.), Teacher professional development in changing conditions (pp. 79-94). Dordrecht: Springer.
  • Korthagen, F. A. (2014). Promoting core reflection in teacher education: deepening professional growth. In Craig, C.J., & Orland-Barak, L. (Eds.), International teacher education: Promising pedagogies (Part A) (pp.73-89). UK: Emerald Group Publishing Limited.
  • Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387-405.
  • Korthagen, F. A., & Kessels, J. P. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4-17.
  • Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching, 11(1), 47-71.
  • Körkkö, M. (2021). Towards meaningful reflection and a holistic approach: Creating a reflection framework in teacher education. Scandinavian Journal of Educational Research, 65(2), 258-275.
  • Kriewaldt, J. & Turnidge, D. (2013). Conceptualising an approach to clinical reasoning in the education profession. Australian Journal of Teacher Education, 38(6), 7.
  • Lang, H. R,. & Evans, D. N. (2006). Models, strategies, and methods for effective teaching. Boston: Pearson.
  • Lunenberg, M., & Korthagen, F. (2009). Experience, theory, and practical wisdom in teaching and teacher education. Teachers and Teaching: theory and practice, 15(2), 225-240.
  • Maaranen, K., & Stenberg, K. (2017). Portraying reflection: The contents of student teachers’ reflection on personal practical theories and practicum experience. Reflective Practice, 18(5), 699-712.
  • Maaranen, K., & Stenberg, K. (2020). Making beliefs explicit–student teachers’ identity development through personal practical theories. Journal of Education for Teaching, 46(3), 336-350.
  • McLean Davies, L., Dickson, B., Rickards, F., Dinham, S., Conroy, J., & Davis, R. (2015). Teaching as a clinical profession: Translational practices in initial teacher education–an international perspective. Journal of Education for Teaching, 41 (5), 514-528.
  • MEB. (2017). Öğretmenlik mesleği genel yeterlikleri. Ankara: Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. Ankara. Erişim adresi: http://oygm.meb.gov.tr/www/ogretmenlik-meslegi-genel-yeterlikleri/icerik/486
  • Meijer, P. C., Korthagen, F. A., & Vasalos, A. (2009). Supporting presence in teacher education: The connection between the personal and professional aspects of teaching. Teaching and Teacher Education, 25(2), 297-308.
  • National Council for Accreditation of Teacher Education. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning. Retrieved from: http://caepnet.org/~/media/Files/caep/accreditation-resources/blue-ribbon-panel.pdf
  • Ntuli, E., Keengwe, J., & Kyei-Blankson, L. (2009). Electronic portfolios in teacher education: A case study of early childhood TCs. Early Childhood Education Journal, 37 (2), 121-126.
  • Sahlberg, P. (2010). The secret to Finland’s success: Educating teachers. Stanford Center for Opportunity Policy in Education, 2, 1-8.
  • Santiago, P., & Benavides, F. (2009). Teacher evaluation: A conceptual framework and examples of country practices. Paper presented at the OECD-Mexico Workshop “Towards a Teacher Evaluation Framework in Mexico: International Practices, Criteria and Mechanisms”, Mexico City, 1-2 December 2009. Retrieved from https://www.oecd.org/education/school/44568106.pdf
  • Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the profession. San Francisco. CA: Jossey-Bass.
  • Schleicher, A. (2016). Teaching excellence through professional learning and policy reform: Lessons from around the world. International summit on the teaching profession. Paris: OECD Publishing http://dx.doi.org/10.1787/9789264252059-en (Erişim Tarihi: 12.04.2019)
  • Stenberg, K., & Maaranen, K. (2020). Promoting practical wisdom in teacher education: a qualitative descriptive study. European Journal of Teacher Education, 1-17.
  • Stolle, C., Goerss, B., & Watkins, M. (2005). Implementing portfolios in a teacher education program. Issues in Teacher Education, 14(2), 25-43.
  • Strudler, N., & Wetzel, K. (2011). Electronic portfolios in teacher education: Forging a middle ground. Journal of Research on Technology in Education, 44(2), 161-173.
  • Sudsomboon, W. (2007). Construction of a competency-based curriculum content framework for mechanical technology education program on automotive technology subjects. In Proceedings of the ICASE Asian Symposium. Retrieved from https://www.kmutt.ac.th/rippc/pdf/abs50/503003.pdf
  • Van Woerkom, M. (2010). Critical reflection as a rationalistic ideal. Adult Education Quarterly, 60(4), 339-356.
Yıl 2022, Cilt: 15 Sayı: 4, 788 - 815, 31.10.2022
https://doi.org/10.30831/akukeg.1089451

Öz

Proje Numarası

1802E024

Kaynakça

  • Adams, R., Kim, Y. M., & Greene, W. L. (2013). Actualizing core strengths in new teacher development. In F. A. J. Korthagen, Y. M. Kim, & W. L. Greene (Eds.), Teaching and learning from within: A core reflection approach to quality and inspiration in education (pp. 61–75). New York, NY: Routledge.
  • Attema-Noordewier, S., Korthagen, F., & Zwart, R. (2011). Promoting quality from within: A new perspective on professional development in schools. In M. Kooy & K. van Veen (Eds.), Teacher learning that matters: International perspectives (pp. 115–142). New York, NY: Routledge.
  • Biesta, G. (2012). The future of teacher education: Evidence, competence or wisdom? RoSE–Research on Steiner Education, 3(1). Burn, K. & Mutton, T. (2015). A review of ‘research-informed clinical practice’ in initial teacher education. Oxford Review of Education, 41(2), 217-233.
  • Caena, F. (2014). Initial teacher education in Europe: an overview of policy issues. European Commission. ET2020 Working Group of Schools Policy. Consultado en http://ec. europa. eu/education/policy/strategic-‐framework/expert-‐groups/documents/initial-‐teacher-‐education_en. pdf.
  • Cochran-Smith, M., & Fries, K. (2009). The AERA Panel on research and teacher education: Context and goals. In Cochran-Smith, M., & Zeichner, K. M. (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education. Routledge.
  • Conway, P., Murphy, R., Rath, A. & Hall, K. (2009). Learning to teach and its implications for the continuum of teacher education: A nine-country cross-national study. University College Cork. Ireland.
  • Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-Bass.
  • Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547-561.
  • Dewey, J. (1910). How we think. New York: D.C. Heath.
  • Furman, C. (2018). Descriptive inquiry: Cultivating practical wisdom with teachers. Teachers and Teaching, 24(5), 559-570.
  • Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re‐imagining teacher education. Teachers and Teaching: theory and practice, 15(2), 273-289.
  • Guthrie, H. (2009). Competence and competency-based training: What the literature says. National Centre for Vocational Education Research Ltd. PO Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. ERIC number: ED507116
  • Hoekstra, A. (2007). Experienced teachers' informal learning in the workplace. IVLOS, Universiteit Utrecht.
  • Hoekstra, A., & Korthagen, F. (2011). Teacher learning in a context of educational change: Informal learning versus systematically supported learning. Journal of Teacher Education, 62(1), 76-92.
  • Koenen, A. K. Dochy, F. & Berghmans, I. (2015). A phenomenographic analysis of the implementation of competence-based education in higher education. Teaching and Teacher Education, 50, 1-12.
  • Korthagen, F. (2001) Linking practice and theory: The pedagogy of realistic teacher education. Paper presented at the annual meeting of American Educational Research Association. Seattle. April 2001. Erişim adresi: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.92.1562&rep=rep1&type=pdf
  • Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97.
  • Korthagen, F. (2005). Practice, theory, and person in lifelong professional learning. In Beijaard, D., Meijer, C.P., Morine-Dershimer, G., & Tillema, G. (Eds.), Teacher professional development in changing conditions (pp. 79-94). Dordrecht: Springer.
  • Korthagen, F. A. (2014). Promoting core reflection in teacher education: deepening professional growth. In Craig, C.J., & Orland-Barak, L. (Eds.), International teacher education: Promising pedagogies (Part A) (pp.73-89). UK: Emerald Group Publishing Limited.
  • Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387-405.
  • Korthagen, F. A., & Kessels, J. P. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4-17.
  • Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching, 11(1), 47-71.
  • Körkkö, M. (2021). Towards meaningful reflection and a holistic approach: Creating a reflection framework in teacher education. Scandinavian Journal of Educational Research, 65(2), 258-275.
  • Kriewaldt, J. & Turnidge, D. (2013). Conceptualising an approach to clinical reasoning in the education profession. Australian Journal of Teacher Education, 38(6), 7.
  • Lang, H. R,. & Evans, D. N. (2006). Models, strategies, and methods for effective teaching. Boston: Pearson.
  • Lunenberg, M., & Korthagen, F. (2009). Experience, theory, and practical wisdom in teaching and teacher education. Teachers and Teaching: theory and practice, 15(2), 225-240.
  • Maaranen, K., & Stenberg, K. (2017). Portraying reflection: The contents of student teachers’ reflection on personal practical theories and practicum experience. Reflective Practice, 18(5), 699-712.
  • Maaranen, K., & Stenberg, K. (2020). Making beliefs explicit–student teachers’ identity development through personal practical theories. Journal of Education for Teaching, 46(3), 336-350.
  • McLean Davies, L., Dickson, B., Rickards, F., Dinham, S., Conroy, J., & Davis, R. (2015). Teaching as a clinical profession: Translational practices in initial teacher education–an international perspective. Journal of Education for Teaching, 41 (5), 514-528.
  • MEB. (2017). Öğretmenlik mesleği genel yeterlikleri. Ankara: Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. Ankara. Erişim adresi: http://oygm.meb.gov.tr/www/ogretmenlik-meslegi-genel-yeterlikleri/icerik/486
  • Meijer, P. C., Korthagen, F. A., & Vasalos, A. (2009). Supporting presence in teacher education: The connection between the personal and professional aspects of teaching. Teaching and Teacher Education, 25(2), 297-308.
  • National Council for Accreditation of Teacher Education. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning. Retrieved from: http://caepnet.org/~/media/Files/caep/accreditation-resources/blue-ribbon-panel.pdf
  • Ntuli, E., Keengwe, J., & Kyei-Blankson, L. (2009). Electronic portfolios in teacher education: A case study of early childhood TCs. Early Childhood Education Journal, 37 (2), 121-126.
  • Sahlberg, P. (2010). The secret to Finland’s success: Educating teachers. Stanford Center for Opportunity Policy in Education, 2, 1-8.
  • Santiago, P., & Benavides, F. (2009). Teacher evaluation: A conceptual framework and examples of country practices. Paper presented at the OECD-Mexico Workshop “Towards a Teacher Evaluation Framework in Mexico: International Practices, Criteria and Mechanisms”, Mexico City, 1-2 December 2009. Retrieved from https://www.oecd.org/education/school/44568106.pdf
  • Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the profession. San Francisco. CA: Jossey-Bass.
  • Schleicher, A. (2016). Teaching excellence through professional learning and policy reform: Lessons from around the world. International summit on the teaching profession. Paris: OECD Publishing http://dx.doi.org/10.1787/9789264252059-en (Erişim Tarihi: 12.04.2019)
  • Stenberg, K., & Maaranen, K. (2020). Promoting practical wisdom in teacher education: a qualitative descriptive study. European Journal of Teacher Education, 1-17.
  • Stolle, C., Goerss, B., & Watkins, M. (2005). Implementing portfolios in a teacher education program. Issues in Teacher Education, 14(2), 25-43.
  • Strudler, N., & Wetzel, K. (2011). Electronic portfolios in teacher education: Forging a middle ground. Journal of Research on Technology in Education, 44(2), 161-173.
  • Sudsomboon, W. (2007). Construction of a competency-based curriculum content framework for mechanical technology education program on automotive technology subjects. In Proceedings of the ICASE Asian Symposium. Retrieved from https://www.kmutt.ac.th/rippc/pdf/abs50/503003.pdf
  • Van Woerkom, M. (2010). Critical reflection as a rationalistic ideal. Adult Education Quarterly, 60(4), 339-356.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Bülent Alan 0000-0001-5057-0915

Meral Güven 0000-0002-4139-729X

Proje Numarası 1802E024
Yayımlanma Tarihi 31 Ekim 2022
Gönderilme Tarihi 17 Mart 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 15 Sayı: 4

Kaynak Göster

APA Alan, B., & Güven, M. (2022). Reflective and Clinical Teacher Education: A Model Proposal towards Application. Journal of Theoretical Educational Science, 15(4), 788-815. https://doi.org/10.30831/akukeg.1089451