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ÖĞRETMEN ADAYLARININ PEDAGOJİK SESLERİ ARACILIĞIYLA İLKÖĞRETİM BÖLÜMLERİNİN GELİŞTİRİLMESİ

Yıl 2006, Cilt 2, Sayı 2, 68 - 80, 14.01.2013

Öz

Öğretmenlik mesleği üzerine yapılan birçok araştırma, doğası gereği bu mesleğin oldukça zor olduğunu göstermektedir. Bu zor meslek, öğretmen adaylarının ilköğretim bölümü hakkında neler düşündükleri konusunda dikkatli bir incelemeyi de gerektirmektedir. Araştırma, ilköğretim bölümü sınıf öğretmenliği programındaki öğretmen adaylarının programa kabul edilmesinden iki ay sonra yapılmış olup, bir grup öğretmen adayının eğitim hakkındaki ilk düşüncelerini incelemiştir. Veriler ise grup görüşme metoduyla toplanmış, araştırmaya katılım tamamen gönüllük esasına dayandırılmıştır. Veriler, nitel analiz yardımıyla işleme tabi tutulmuştur. Adayların pedagojik sesleri, öğretmen eğitiminde etkili bir öğretmen olabilmek için ne bekledikleri ve nelerle karşılaştıkları arasında “boşluk” olduğunu göstermektedir.

Kaynakça

  • Bassey, M. (1999). Case Study Research in Educational Settings. Buckingham & Philadelphia: Open University Press.
  • Bagdan, R. C. & Biklen, S. K. (1992). Qualitative Research for Education: An introduction to theory and Methods. London: Allyn & Bacon.
  • Clandinin, D. J. (1992). Creating spaces for teachers’ voices. Journal of Educational Thought, 26 (1), 59-61.
  • Cohen, L., Manion, L. & Morrison, K. (2000). Research Methods in Education, (5th edition). London: New York: Routledge & Falmer Press.
  • Day, C. (1999). Developing Teachers: The Challenges of Lifelong Learning. London: Falmer Press.
  • Ekiz, D. (2001). Exploring Primary School Teachers’ Pre-active and Practical Theories of Teaching Science: Multiple Case Studies from Turkey, (Unpublished EdD Thesis), University of Nottingham: Nottingham, U.K.
  • Ekiz, D. (2003). Eğitimde Araştırma Yöntem ve Metodlarına Giriş: Nitel, Nicel ve Eleştirel Kuram Metodolojileri. Ankara: Anı Yayıncılık.
  • Ekiz, D. (2006). Investigation of student teachers’, who choose the job of primary teaching, profiles and future expectations. Journal of Social Science, 16 (1), 131-147.
  • Elbaz, F. (1991). Research on teachers’ knowledge: The evolution of a discourse. Journal of Curriculum Studies, 23 (1), 1-19.
  • Francis, D. (1995). The reflective journal: A window to preservice teachers’ practical knowledge. Teaching and Teacher Education, 11 (3), 229-241.
  • Furlong, J. Barton, L., Miles, S., Whiting, C. & Whitty, G. (2000). Teacher Education in Transition: Re-forming professionalism. Buckingham: Open University Press.
  • Fullan, G. M. (1991). The New Meaning of Educational Change. London: Cassell.
  • Fullan, G. M. (1992). Successful School Improvement. Buckingham & Philadelphia: Open University Press.
  • Hammersley, M. & Woods, P. (1984). Editors’ introduction, in M. Hammersley & P. Woods, (eds.), Life in School. Milton Keynes: Open University Press.
  • Hargreaves, D. H. (1997). School culture, school effectiveness and school improvement, in A. Harris, N. Bennett & M. Preedy (eds.), Organisational Effectiveness and Improvement in Education. Buckingham & Philadelphia: Open University Press.
  • Hirst, P. (1996). The demands of professional practice and preparation for teaching, in J. Furlon & R. Smith (eds.), The Role of Higher Education in Initial Teacher Training. London: Kogan Page.
  • Hoyle, E. & John, P. D. (1995). Professional Knowledge and Professional Practice. London: Cassell.
  • Glaser, B. & Strauss, A. (1967). Discovery of Grounded Theory. Chicago: Aldine.
  • Jensen, M., Foster, E. & Meghan, E. (1997). Creating a space where teachers can locate their voices and develop their pedagogical awareness. Teaching and Teacher Education, 13 (8), 863-875.
  • Kagan, D. M. (1992). Professional growth among pre-service and beginning teachers. Review of Educational Research, 62 (2), 129-167.
  • Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage.
  • Loughran, J. (1996). Developing Reflective Practice: Learning about Teaching and Learning through Modelling. London: Palmer Press.
  • Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education: Revised and Expanded from Case Study Research in Education. San Francisco: Jossey-Bass.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis: A Sourcebook of New Methods, (2nd edition). Newbury Park, CA: Sega.
  • Rudduck, J. Chaplain, R. & Wallace, G. (1996). School Improvement: What can Pupilst Tell Us? London: David Fulton Publishers.
  • Schön, D. A. (1983). The Reflective Practitioner: How Professional Think in Action. New York: Basic Books.
  • Schön, D. A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. New York: Basic Books.
  • Stool, L. & Fink, D. (1996). Changing Our Schools. Buckingham: Open University Press.
  • Strauss, A. L. & Corbin, J. (1998). Basics of Qualitative Research, (2nd edition). Newbury Prak, CA: Sega.
  • Sugrue, C. (1996). Student teachers’ lay theories: Implications for professional development, in I. F. Goodson, A. Hargreaves (eds.), Teachers’ Professional Lives. London: Falmer Press.
  • Woods, P. (1996). Researching the Art of Teaching: Ethnography for Educational Use. London:& New York: Routledge.
  • Yin, R. K. (1994). Case Study Research: Design and Methods, (2nd edition). London: Sega.

Yıl 2006, Cilt 2, Sayı 2, 68 - 80, 14.01.2013

Öz

Kaynakça

  • Bassey, M. (1999). Case Study Research in Educational Settings. Buckingham & Philadelphia: Open University Press.
  • Bagdan, R. C. & Biklen, S. K. (1992). Qualitative Research for Education: An introduction to theory and Methods. London: Allyn & Bacon.
  • Clandinin, D. J. (1992). Creating spaces for teachers’ voices. Journal of Educational Thought, 26 (1), 59-61.
  • Cohen, L., Manion, L. & Morrison, K. (2000). Research Methods in Education, (5th edition). London: New York: Routledge & Falmer Press.
  • Day, C. (1999). Developing Teachers: The Challenges of Lifelong Learning. London: Falmer Press.
  • Ekiz, D. (2001). Exploring Primary School Teachers’ Pre-active and Practical Theories of Teaching Science: Multiple Case Studies from Turkey, (Unpublished EdD Thesis), University of Nottingham: Nottingham, U.K.
  • Ekiz, D. (2003). Eğitimde Araştırma Yöntem ve Metodlarına Giriş: Nitel, Nicel ve Eleştirel Kuram Metodolojileri. Ankara: Anı Yayıncılık.
  • Ekiz, D. (2006). Investigation of student teachers’, who choose the job of primary teaching, profiles and future expectations. Journal of Social Science, 16 (1), 131-147.
  • Elbaz, F. (1991). Research on teachers’ knowledge: The evolution of a discourse. Journal of Curriculum Studies, 23 (1), 1-19.
  • Francis, D. (1995). The reflective journal: A window to preservice teachers’ practical knowledge. Teaching and Teacher Education, 11 (3), 229-241.
  • Furlong, J. Barton, L., Miles, S., Whiting, C. & Whitty, G. (2000). Teacher Education in Transition: Re-forming professionalism. Buckingham: Open University Press.
  • Fullan, G. M. (1991). The New Meaning of Educational Change. London: Cassell.
  • Fullan, G. M. (1992). Successful School Improvement. Buckingham & Philadelphia: Open University Press.
  • Hammersley, M. & Woods, P. (1984). Editors’ introduction, in M. Hammersley & P. Woods, (eds.), Life in School. Milton Keynes: Open University Press.
  • Hargreaves, D. H. (1997). School culture, school effectiveness and school improvement, in A. Harris, N. Bennett & M. Preedy (eds.), Organisational Effectiveness and Improvement in Education. Buckingham & Philadelphia: Open University Press.
  • Hirst, P. (1996). The demands of professional practice and preparation for teaching, in J. Furlon & R. Smith (eds.), The Role of Higher Education in Initial Teacher Training. London: Kogan Page.
  • Hoyle, E. & John, P. D. (1995). Professional Knowledge and Professional Practice. London: Cassell.
  • Glaser, B. & Strauss, A. (1967). Discovery of Grounded Theory. Chicago: Aldine.
  • Jensen, M., Foster, E. & Meghan, E. (1997). Creating a space where teachers can locate their voices and develop their pedagogical awareness. Teaching and Teacher Education, 13 (8), 863-875.
  • Kagan, D. M. (1992). Professional growth among pre-service and beginning teachers. Review of Educational Research, 62 (2), 129-167.
  • Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage.
  • Loughran, J. (1996). Developing Reflective Practice: Learning about Teaching and Learning through Modelling. London: Palmer Press.
  • Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education: Revised and Expanded from Case Study Research in Education. San Francisco: Jossey-Bass.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis: A Sourcebook of New Methods, (2nd edition). Newbury Park, CA: Sega.
  • Rudduck, J. Chaplain, R. & Wallace, G. (1996). School Improvement: What can Pupilst Tell Us? London: David Fulton Publishers.
  • Schön, D. A. (1983). The Reflective Practitioner: How Professional Think in Action. New York: Basic Books.
  • Schön, D. A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. New York: Basic Books.
  • Stool, L. & Fink, D. (1996). Changing Our Schools. Buckingham: Open University Press.
  • Strauss, A. L. & Corbin, J. (1998). Basics of Qualitative Research, (2nd edition). Newbury Prak, CA: Sega.
  • Sugrue, C. (1996). Student teachers’ lay theories: Implications for professional development, in I. F. Goodson, A. Hargreaves (eds.), Teachers’ Professional Lives. London: Falmer Press.
  • Woods, P. (1996). Researching the Art of Teaching: Ethnography for Educational Use. London:& New York: Routledge.
  • Yin, R. K. (1994). Case Study Research: Design and Methods, (2nd edition). London: Sega.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Durmuş EKİZ>

Yayımlanma Tarihi 14 Ocak 2013
Yayınlandığı Sayı Yıl 2006, Cilt 2, Sayı 2

Kaynak Göster

APA Ekiz, D. (2013). ÖĞRETMEN ADAYLARININ PEDAGOJİK SESLERİ ARACILIĞIYLA İLKÖĞRETİM BÖLÜMLERİNİN GELİŞTİRİLMESİ . Eğitimde Kuram ve Uygulama , 2 (2) , 68-80 . Retrieved from https://dergipark.org.tr/tr/pub/eku/issue/5442/73884