A Method In Video Case-Based Instruction: Pre-Service Teachers' Own Video-Cases Edited And Discussed

Öz

This study aimed to examine the video case-based instruction process, which includes the face-to-face discussion of video-cases edited by pre-service teachers with their own in-class teaching experiences. For these purposes, the research was conducted as a case study by adopting a qualitative research approach. The research group consists of 16 (9 female, 7 male) pre-service teachers who took the course of Teaching Practice for the first time in the Department of CEIT, Faculty of Educational Sciences, Ankara University in 2016-2017 academic year. The research process includes the recording of in-class teaching experiences of pre-service teachers, preparing these teaching experiences as video-cases edited by the pre-service teachers, monitoring, and discussing the video-cases. The data of the study was obtained from the process evaluation interviews with the prospective teachers using a semi-structured interview form. As a result of this research, in the video case-based instruction process, it was determined that the pre-service teachers had the opportunity to monitor themselves, that they noticed the change in both themselves and their friends, that they learn to accept criticism. Also, it was determined that their appreciation by their peers and caring about their thoughts were valuable and important. Finally, it was found that the video-based instruction process was beneficial for pre-service teachers in order to gain experience (more than they could gain), discuss and develop critical skills, as well as to obtain feedback that could not be obtained from school counselors.

Anahtar Kelimeler

• Video-case,video case-based instruction,video editing,video discussing,teacher education

Video-Duruma Dayalı Öğretimde Bir Yöntem: Öğretmen Adaylarının Kendi Deneyimlerinin Kurgulanması ve Tartışılması

Öz

Bu araştırmada, öğretmen adaylarının kendi sınıf-içi öğretim deneyimleriyle kurguladıkları video-durumların akranları ile yüzyüze tartışılmasını içeren video-duruma dayalı öğretim sürecinin ayrıntılı olarak incelenmesi amaçlanmıştır. Bu amaçla araştırma, nitel araştırma yaklaşımı benimsenerek durum çalışması (case study) olarak yürütülmüştür. Araştırmanın çalışma grubunda, 2016-2017 öğretim yılında Ankara Üniversitesi Eğitim Bilimleri Fakültesi BÖTE Bölümünde Öğretmenlik Uygulaması dersini ilk kez alan ve derse devam eden 16 (9 kadın, 7 erkek) öğretmen adayı yer almaktadır. Araştırma süreci, öğretmen adaylarının sınıf-içi öğretim deneyimlerinin kaydedilmesini ve deneyimlerin öğretmen adayları tarafından kurgulanmasını, kurgulanmış video-durumların yüzyüze ortamda tartışılmasını içermektedir. Araştırmanın verileri süreç sonunda öğretmen adaylarıyla yarı yapılandırılmış görüşme formu kullanılarak yapılan süreç değerlendirme görüşmelerinden elde edilmiştir. Araştırmada video-duruma dayalı öğretim sürecinde, öğretmen adaylarının kendilerini izleme olanağı bulmalarının, hem kendilerinde hem de arkadaşlarındaki değişimi fark etmelerinin, eleştirme ve eleştirilme konusunda gelişim göstermelerinin, akranları tarafından beğenilmelerinin ve süreçte düşüncelerinin önemsenmesinin değerli ve önemli görüldüğü belirlenmiştir. Ayrıca sürecin, öğretmen adaylarına deneyim biriktirme, tartışabilme ve eleştiri kabul edebilmenin yanı sıra, okul rehber öğretmenlerinden alınamayan geribildirimleri edinebilme konularında yarar sağladığı saptanmıştır. Süreçte katılımcıların sayıca yoğunluğu, deneyimlerin çeşitliliğine katkı sağlarken özellikle zaman açısından uygulama sürecinin maliyetini arttırmaktadır. Bu durumun en uygun biçimde düzenlenmesinin ya da tartışma oturumlarının sınırlarının sürecin başlangıcında ayrıntılı belirlenmesinin, uygulama sürecini görece daha uygulanabilir kılacağı ve süreçten elde edilecek yarara katkı sağlayacağı düşünülmektedir.

Anahtar Kelimeler

• video-durum,video duruma-dayalı öğretim,video kurgulama,video tartışma,öğretmen eğitimi

Kaynakça

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