Okul Öncesi Öğretmenlerinin Matematik Yeterliğiyle İlgili Görüşlerinin İncelenmesi

Yıl 2023, Cilt: 17 Sayı: Özel Sayı, 624 - 645, 20.10.2023

Mehmet Gülburnu

https://doi.org/10.17522/balikesirnef.1355978

Cited By: 1

Öz

Bu çalışmanın amacı okul öncesi öğretmenlerin matematik yeterliliği bağlamında matematik öz-yeterliğine, matematik öğretme öz-yeterliliğine ve yeterliliği etkileyen faktörlere yönelik görüşlerini incelemektir. Çalışma 2022-2023 öğretim yılında Türkiye’nin Akdeniz Bölgesi’nde bulunan Mersin ilindeki resmi okullarda görev yapan 10 okul öncesi öğretmeni ile gerçekleştirilmiştir. Özel durum yaklaşımı ile yürütülen çalışmada katılımcılar farklı okul türlerinde ve farklı mesleki deneyime sahip öğretmenlerden oluşturulmuştur. Betimsel yöntemlerle yapılan analizler sonucu öğretmenlerin görüşleri belli temalar altında toplanmıştır. Çalışmanın sonuçları okul öncesi öğretmenlerinin matematik yeterliliğini matematik öz-yeterliliği ve matematik öğretme öz-yeterliliğini bağlamında ele aldıkları, içsel ve dışsal faktörlerin yeterlilik üzerinde etkili olduklarını ve kendilerini yeterli bulup bulmadıkları üzerinde de değişik parametrelere göre değerlendirdiklerini ifade etmişlerdir. Bu bağlamda matematik yeterliliği üzerine yapılacak araştırmalara öncülük edecek öneriler sunulmuştur.

Anahtar Kelimeler

okul öncesi öğretmenleri, matematiksel yeterlilik, matematik öz-yeterliliği, matematik öğretme öz-yeterliliği

Examination of Preschool Teachers' Views on Mathematics Efficacy

Öz

The aim of this study is to examine preschool teachers' views on mathematics self-efficacy, mathematics teaching self-efficacy, factors affecting efficacy, and their own mathematics proficiency levels in the context of mathematics efficacy. The study was conducted with 10 preschool teachers working in public schools in the Mediterranean Region of Turkey in the 2022-2023 academic year. In the study where the case study was adopted, the participants were teachers from different school types and with different professional experiences. The results of the study revealed that preschool teachers consider mathematics efficacy in the context of mathematics self-efficacy and mathematics teaching self-efficacy. However, they stated that internal and external factors are effective on mathematics efficacy. In addition, different parameters played a role in whether they found themselves competent in mathematics efficacy. Depending on the results of the study, various suggestions have been presented that will lead to research on mathematics efficacy.

Anahtar Kelimeler

preschool teachers, mathematical efficacy, mathematics self-efficacy, mathematics teaching self-efficacy, teachers

Kaynakça

• Achurra, C., & Villardon, L. (2013). Teacher’ self-efficacy and student learning. The European Journal of Social & Behavioural Sciences, 22, 366-383. https://doi.org/10.1387/RevPsicodidact.6470
• Ay, M. (2005). The self-efficacy perception of primary school teachers about teaching of mathematics [Unpublished master’s thesis]. Hacettepe University.
• Aytaç, Y. (2020). Investigation of preschool teachers’ math anxiety effect on mathematics self efficiency [Unpublished master’s thesis]. İnönü University.
• Bandura, A. (2006). Guide for constructing self-efficacy scales. F. Parajes & T. Urdan (Ed.), In Self-efficacy beliefs of adolescents (307-337). Information Age Publishing.
• Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The qualitative report, 13(4), 544-559. http://www.nova.edu/ssss/QR/QR13-4/baxter.pdf
• Biklen, S. K., & Casella, R. (2007). A practical guide to the qualitative dissertation: for students and their advisors in education, human services and social science. Teachers College Press.
• Brouwers, A., & Tomic, W. (2003). A test of the factorial validity of the teacher efficacy scale. Research in Education, 69(1), 67-79. https://doi.org/10.7227/RIE.69.6
• Bülbül, N. (2016). The analysis beliefs and self-efficacy levels of pre-school teachers regarding mathematics education according to some variables [Unpublished master’s thesis]. Gazi University.
• Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
• Çelik, M. (2017). Examination of the relationship between the preschool teachers’ attitudes towards mathematics and the mathematical development in 6-year-old preschool children. Journal of Education and Learning, 6(4), 49-56. http://doi.org/10.5539/jel.v6n4p49
• Demirtaş, H., Cömert, M., & Özer, N. (2011). Pre-Service Teachers’ Self-Efficacy Beliefs and Attitudes towards Profession. Education and Science, 36(159), 96-111. Retrieved from http://213.14.10.181/index.php/EB/article/view/278
• Ferla, J., Valcke, M., & Cai, Y. (2015). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences,19(4), 499-505. https://doi.org/10.1016/j.lindif.2009.05.004
• Gavora, P. (2010). Slovak pre-service teacher self-efficacy: Theoretical and research considerations. The New Educational Review, 21(2), 17-30. Retrieved from https://www.researchgate.net/publication/287424468_Slovak_Pre-Service_Teacher_Self-Efficacy_Theoretical_and_Research_Considerations
• Henson, R. (2001). Teacher self-efficacy: Substantive implications and measurement dilemmas. Retrieved from https://files.eric.ed.gov/fulltext/ED452208.pdf
• Kahle, D. K. B. (2008). How elementary school teachers’ mathematical self-efficacy and mathematics teaching self-efficacy relate to Conceptually and procedurally oriented teaching practices [Unpublished doctoral dissertation]. The Ohio State University. Retrieved from https://etd.ohiolink.edu/rws_etd/document/get/osu1211122861/inline
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
• Oktay, A. (2000). Yaşamın sihirli yılları: Okul öncesi dönem [Life's magic years: Early childhood]. Epsilon Yayınları.
• Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
• Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The journal of educational research, 101(1), 50-60. https://doi.org/10.3200/JOER.101.1.50-60
• Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge.
• Schillinger, T. (2016). Mathematical instructional practices and self- efficacy of kindergarten teachers [Unpublished doctoral dissertation]. Retrieved from http://scholarworks.waldenu.edu/dissertations/2101/
• Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18, 278-312. https://doi.org/10.4219/jaa-2007-353
• Sweeting, K. (2011). Early Years Teachers’ Attitudes towards Mathematics [Unpublished master’s thesis]. Queensland University of Technology.
• Şeker, P. T. (2013). Examination of effect on self efficacy and belief of preschool teachers about mathematics education on the math skills of 48-60 months old children [Unpublished doctoral dissertation]. Gazi University.
• Tran, N. A., Schneider, S., Duran, L., Conley, A. M., Richland, L., Burchinal, M. & Martinez, M. E. (2012). The effects of mathematics instruction using spatial temporal cognition on teacher efficacy and instructional practices. Computers in Human Behavior, 28, 340-349. https://doi.org/10.1016/j.chb.2011.10.003.
• Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
• Ünlü, M., & Ertekin, E. (2013). The relationship between mathematics teaching self-efficacy and mathematics self-efficacy. Procedia - Social and Behavioral Sciences, 106, 3041 – 3045. https://doi.org/10.1016/j.sbspro.2013.12.350
• Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Yayıncılık.
• Yin, R. K. (2011). Applications of case study research. Sage.
• Zuya, H., E., Kwalat, S., K., & Attah, B., G. (2016). Pre-service teachers’ mathematics self-efficacy and mathematics teaching self-efficacy. Journal of Education and Practice, 7(14), 93-98. Retrieved from https://eric.ed.gov/?id=EJ1102977