Video Kulüp Sürecine Katılan Öğretmenlerin Deneyimlerini Yansıtan Bir Fenomenografi Araştırması

Yıl 2020, Cilt: 14 Sayı: 2, 1142 - 1188, 31.12.2020

Gülşah Özdemir Baki

https://doi.org/10.17522/balikesirnef.793164

Cited By: 1

Öz

Video tabanlı bir mesleki gelişim modeli olan video kulüp, bir grup öğretmenin kendi veya meslektaşlarının video derslerini izleyerek fark ettikleri durumlar hakkında tartışmalar geliştirdikleri bir süreçtir. Bu araştırmanın amacı, mesleki vizyonlarını geliştirmek amacıyla video kulübe katılan beş ortaokul matematik öğretmeninin süreç hakkındaki görüşlerini yansıtmaktır. Dolayısıyla bu araştırma fenomenografik bir araştırma yaklaşımı çerçevesinde geliştirilmiştir. Araştırmanın verileri, öğretmenlerle yapılan yarı yapılandırılmış görüşmelerden elde edilmiş ve içerik analizine tabi tutulmuştur. Öğretmenlerle yapılan görüşmelerden elde edilen veriler, video kulüp sürecinin öğretmenlerin fark etme becerisini, öğrenciyi tanıma bilgisini, duyarlı öğretim uygulamalarını ve öğretmen öğrenmesini desteklediğini göstermiştir. Bu anlamda video kulüplerin öğretmenlerin mesleki gelişimlerini olumlu yönde etkilediği söylenebilir. Bu durum video kulüplerin diğer mesleki gelişim programlarına göre daha esnek uygulanabilirliğinin bir göstergesi olarak da düşünülebilir. Ayrıca çalışmada öğretmenlerin kendi ve meslektaşlarının sınıf videolarını analiz etme deneyimlerini yansıtan görüşlerine yer verilerek etkili bir video kulüp tasarımına yönelik önerileri sunulmuştur. Öğretmen önerileri doğrultusunda video kulüp çalışmalarının mesleki gelişim uygulamalarında istenilen etkileri oluşturabilecek şekilde nasıl süreklilik gösterebileceğini araştırılabilir.

Anahtar Kelimeler

Öğretmen mesleki gelişimi, mesleki gelişim modelleri, video kulüp, matematik öğretmeni

Kaynakça

• Akerlind, S. G. (2002). Principles and practice in phenomenographic research. Proceedings of the International Symposium on Current Issues in Phenomenography. Canberra, Australia.
• Amador, J. M., Keehr, J., Wallin, A. & Chilton, C. (2020). Video complexity: Describing videos used for teacher learning. EURASIA Journal of Mathematics, Science and Technology Education, 16(4). https://doi.org/10.29333/ejmste/113288
• Barnhart, T. & van Es, E. A. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83-93.
• Barnhart, T. & van Es, E. A. (2020). Developing a critical discourse about teaching and learning: The case of a secondary science video club. Journal of Science Teacher Education. https://doi.org/10.1080/1046560X.2020.1725724
• Beisiegel, M., Mitchell, R. & Hill, H. C. (2018). The design of video-based professional development: An exploratory experiment intended to identify effective features. Journal of Teacher Education, 69(1), 69-89. https://doi.org/10.1177/0022487117705096
• Borko, H., Jacobs, J., Eiteljorg, E. & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417-436.
• Borko, H., Koellner, K. & Jacobs, J. (2014). Examining novice teacher leaders’ facilitation of mathematics professional development. The Journal of Mathematical Behavior, 33, 149-167.
• Borko, H., Koellner, K., Jacobs, J. & Seago, N. (2011). Using video representations of teaching in practice-based professional development programs. ZDM, 43(1), 175-187. Brophy, J. (2004). Using video in teacher education. San Diego, CA: Elsevier, Inc.
• Christ, T., Arya, P. & Chiu, M. M. (2017). Video use in teacher education: An international survey of practices. Teaching and Teacher Education, 63, 22-35.
• Coles, A. (2019). Facilitating the use of video with teachers of mathematics: learning from staying with the detail. International Journal of STEM Education, 6(1), 2-13.
• Gaudin, C. & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67.
• Goldsmith, L. T. & Seago, N. (2011). Using classroom artifacts to focus noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 169-187). New York, NY: Routledge.
• Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8, 381-391.
• Jacobs, V. R., Lamb, L. L. C. & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202.
• Jilk, L. (2016). Supporting teacher noticing of students’ mathematical strengths. Mathematics Teacher Educator, 4(2), 188-199. https://doi.org/10.5951/mathteaceduc.4.2.0188
• Luna, M.J. & Sherin, M. G. (2017). Using a video club design to promote teacher attention to students' ideas in science. Teaching and Teacher Education, 66(1), 282-294. https://doi.org/10.1016/j.tate.2017.04.019
• Marton, F. (1986). Phenomenography: A research approach to investigating different understanding of reality. Journal of Thought, 21(3), 28-49.
• Milli Eğitim Bakanlığı [MEB]. (2017). Öğretmenlik mesleği genel yeterlilikleri. Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü, Ankara.
• Santagata, R. & Yeh, C. (2013). Learning to teach mathematics and to analyze teaching effectiveness: Evidence from a video- and practice-based approach. Journal of Mathematics Teacher Education, 17(6), 491-514.
• Seago, N. (2004). Using video as an object of inquiry for mathematics teaching and learning. In J. Brophy (Ed.), Using video in teacher education (pp. 259-286). Oxford, UK: Elsevier.
• Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M. & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27, 259-267.
• Sherin, M. G. (2004). New perspectives on the role of video in teacher education. J. Brophy (Ed.), Using video in teacher education (pp. 1-27). San Diego, CA: Elsevier. Sherin, M. G. & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20(2), 163-183.
• Sherin, M. G. & van Es, E. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491. Sherin, M. G. & van Es, E. A. (2009). Effects of video club participation on teachers' professional vision. Journal of Teacher Education, 60(1), 20-37.
• Star, J. R. & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125.
• Sun, J. & van Es, E. A. (2015). An exploratory study of the influence that analyzing teaching has on pre-service teachers’ classroom practice. Journal of Teacher Education, 66(3), 201-214.
• Stürmer, K., Könings, K. D. & Seidel, T. (2013). Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning. British Journal of Educational Psychology, 83(3), 467–83.
• Tekkumru-Kisa, M. & Stein, M. K. (2017). A framework for planning and facilitating video-based professional development. International Journal of STEM Education, 4(28).
• Trigwell, K. (2006). Phenomenography: An approach to research into geography education. Journal of Geography in Higher Education, 30(2), 367-372.
• van Es, E. A. (2011). A framework for learning to notice student thinking. M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 134-151). New York: Routledge.
• van Es, E. A., Cashen, T., Barnhart, T. & Auger, A. (2017). Learning to notice mathematics instruction: Using video to develop preservice teachers’ vision of ambitious pedagogy. Cognition and Instruction, 35(3), 165-187.
• van Es, E. A. & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24, 244–276.
• van Es, E. A. & Sherin, M. G. (2010). The influence of video Clubs on teachers’ thinking and practices. Journal of Mathematics Teacher Education, 13(2), 155-176.
• Wallin, A. J. & Amador, J. M. (2019). Supporting secondary rural teachers’ development of noticing and pedagogical design capacity through video clubs. Journal of Mathematics Teacher Education, 18(6), 523-550.
• Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. baskı).Ankara: Seçkin Yayıncılık.
• Zhang, M., Lundeberg, M., Koehler, M. J. & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27(2), 454-462.