Okul Öncesi Öğretmen Adaylarının Pedagojik Alan Bilgisi Gelişimlerinde Ders Araştırması Modelinin Rolü

Öz

Öğretmen eğitiminde teori ve uygulamayı bütünleştiren güncel yaklaşımlar, öğretmen adaylarının mesleki gelişiminde önemli bir rol oynamaktadır. Bu yaklaşımlar arasında yer alan ders araştırması modeli, öğretmen adaylarına uygulamaya eleştirel bir bakış geliştirme, iş birliği içinde öğrenme ve planlama becerilerini geliştirme fırsatı sunmaktadır. Diğer yandan, pedagojik alan bilgisi, etkili öğretimin temel bileşenlerinden biri olmasına rağmen, özellikle okul öncesi öğretmen eğitimi bağlamında sınırlı şekilde ele alınmaktadır. Bu çalışmada, ders araştırması modelinin okul öncesi öğretmen adaylarının pedagojik alan bilgisi gelişimine katkısı incelenmiştir. Araştırma, bir devlet üniversitesinin okul öncesi öğretmenliği programında öğrenim gören 23 öğretmen adayı ile yürütülmüştür. Katılımcılar, Öğretmenlik Uygulaması dersi kapsamında bir dönem boyunca ders araştırması sürecine dahil olmuş ve süreç boyunca hazırladıkları etkinlik planları; program bilgisi, çocuk bilgisi, öğretim yöntemleri bilgisi, ve değerlendirme bilgisi bileşenleri açısından analiz edilmiştir. Bulgular, öğretmen adaylarının etkinlik planlarında, pedagojik alan bilgisi bileşenlerine ilişkin gelişim gösterdiklerini ve ders araştırması modelinin, öğretmen adaylarının pedagojik alan bilgisi gelişimini desteklemede önemli bir potansiyele sahip olduğunu ortaya koymuştur.

Anahtar Kelimeler

• Okul öncesi öğretmen eğitimi
• öğretmen yetiştirme
• ders imecesi
• ders araştırması
• mesleki gelişim
• pedagojik alan bilgisi

Destekleyen Kurum

Hacettepe Üniversitesi

Etik Beyan

Bu çalışma için araştırmacıların bağlı olduğu üniversitenin etik komisyonundan 15.04.2025-4165696 sayısıyla izin alınmıştır.

The Role of the Lesson Study Model in the Development of Pedagogical Content Knowledge of Preservice Early Childhood Teachers

Öz

Current approaches in teacher education that integrate theory and practice play a significant role in the professional development of preservice teachers. The lesson study model, among these approaches, offers preservice teachers the opportunity to develop a critical perspective on practice and to develop collaborative learning and planning skills. Furthermore, although pedagogical content knowledge is a fundamental component of effective teaching, it has received limited attention, particularly in the context of early childhood teacher education. This study examined the contribution of the lesson study model to the development of pedagogical content knowledge in preservice early childhood teachers. The research was conducted with 23 preservice teachers enrolled in a teacher education program at a state university. The participants participated in a one-semester lesson study process as part of the Teaching Practice course, and the activity plans they prepared during the process were analyzed for their curriculum knowledge, knowledge of children, knowledge of teaching methods, and knowledge of assessment. The findings revealed that preservice teachers demonstrated improvement in their activity plans related to the components of pedagogical content knowledge, and that the lesson study model has significant potential to support the development of preservice teachers' pedagogical content knowledge.

Anahtar Kelimeler

• Early childhood teacher education
• teacher education
• lesson study
• lesson research
• professional development
• pedagogical content knowledge

Destekleyen Kurum

Hacettepe Üniversitesi

Kaynakça

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