ÖĞRETMEN EĞİTİMİNDE MİKRO-ÖĞRETİM VE FARKLI YAKLAŞIMLAR

Yıl 2015, , 219 - 231, 15.03.2015

Ahmet Çoban

https://doi.org/10.17755/esosder.43863

Cited By: 10

Öz

Eğitimin niteliği, önemli ölçüde öğretmenin niteliğine bağlıdır. Öğretim ortamında, hedefleri ve uygun davranışları saptama, bunların gerçekleşeceği ortamı düzenleme ve bu boyutlara ilişkin değerlendirme sorumluluğu taşıyacak öğretmenin niteliği, hizmet öncesinde ve hizmet içinde kazanacağı öğretim becerilerine bağlıdır. Bu becerilerin kazandırılması ve dolayısıyla öğretmen eğitiminde kaliteyi artırmak amacıyla, deneysel bir programın parçası olarak Mikro-öğretim Tekniğinin temel biçimi, orijinal olarak, 1960’larda Stanford Üniversitesi’nde geliştirilmiştir. Araştırmanın amacı, Mikro-öğretim tekniğinin öğretmen eğitimindeki yerini ve sağladığı yararları saptamaktır. Bu amaç doğrultusunda, yabancı literatürde mikro-öğretimle ilgili yaklaşımlar ortaya konulacak; bu tekniğin aşamaları, yararları, sınırlılıkları ve en iyi kullanım için ilkelerin neler olabileceği üzerinde durulacaktır. Ülkemizde artık nitelik boyutunun önem kazandığı öğretmen eğitiminde Mikro-öğretim tekniğinin kullanımı için, hem öğretmen yetiştiren kurumlarda hem de öğretmen istihdam eden kurumlarda gerekli ortamın sağlanması zorunludur. Böyle bir ortam, öğretmenin hizmet öncesinde mesleğin gerektirdiği rol ve davranışları kazanmasını sağlayacak; mesleğe daha hazır hale getirecektir.

Anahtar Kelimeler

Öğretmen, Öğretmen eğitimi, Mikro-öğretim

Kaynakça

• Allen, D. Ve Ryan K. (1969). Microteching, Reading. Mass: Addison-Wesley.
• Amobi, F. A. (2005). Preservice Teachers’ Reflectivity on The Sequence and Consequences of Teaching Actions in A Microteaching Experience. Teacher Education Quarterly. 32, 115-130.
• Ananthakrishnan, N (1993) Microteaching as A Vehicle of Teacher Training Its Advantages and Dısadvantages. Journal of Postgraduate Medicine. 39, 142-143.
• Belt, W. D. (1967). Microteaching Observed and Critiqued by Group of Trainees. Paper presented at the annual meeting of the American Educational Research Association.
• Benton–Kupper, J. (2001). The Microteaching Experience: Student Perspectives. Education,121, 830-835.
• Borg, W., Kallenbach, W., Morris, M. & Friebel, A. (1969). Videotape Feedback and Microteaching in A teacherTraining Model. Journal of Experimental Education. 37, 9- 16.
• Brent, R., and Thomson, W. S. (1996). Videotaped Microteaching: Bridging The Gap From University to The Classroom. The Teacher Educator. 31, 238-247.
• Brown, G. (1975). Microteaching a programme of teaching skills. London: Metheun.
• Copeland, W. (2001). Relationship Between Microteching and Student Teacher Classroom Performance. The Journal of Educational Research. 68, 289-293.
• Cornfield, I. R. (1991). Microteching Skill Generalization and Transfer: Training Preservice Teachers in Introductory Lesson Skills. Teaching and Teacher Education. 7, 25-56.
• Cruickshank, D. R. and Metcalf, K. K. (1990). Training within Teacher Preparation. In W. R. Houston (Ed.), Handbook of Research on Teacher Education. 469-497. New York: Macmillan.
• Davis, O. and Smoot, B. (1970). Effects on Verbal teaching Behaviors of Beginning Secondary Teacher Candidates’ Paricipation in A Program of Laboratory Observation Schedule and Record. Educational Leadership. 28, 165-169.
• Dwayne, B. M. (1967). Microteaching Observed and Critiqued by a Grup of Trainees. Paper Presented at The American Educational Resarch Association Annual Meeting (New York, February 1967). ERİC Documet ED011890.
• Fernández, M. L. ve Robinson, M. (2006). Prospective Teachers’ Perspectives on Microteaching Lesson Study. Education, 127, 203-215.
• Gage, N. L. (1977). The Scientific Baisi of The Art of Teaching. New York: Teachers College Pres.
• Gage, N. L. (1985). Hard Gains in The Soft Sciences: The Case of Pedagogy.
• Bloomington, Ind.: Phi Delta Kapa.
• Gess-Newsome, J. and Lederman, N. G. (1990). The Preservice Microteaching Course and Science Teachers’ Instructional Decisions: A Qualitative Analysis. Journal of Research in Science Teaching. 27, 717-726
• Goodkıng, I. B. (1968). An Evaluation of The Effectiveness of The Microteaching Technique in The Training of Elementary School Teachers. Paper Presented at The Annual Meeting of The American Educational Research Association.
• Grossman, P. (2005). Research on Pedagogical Approaches in Teacher Education. In M. Cochran-Smith and K. M. Zeichner (Eds.), Studying Teacher Education, 425-476. Washington, D, C.: American Educational Research Association.
• Hawkey, K. (1995). Learning From Pers: The Experience of Student Teachers in School- based Teacher Education. Journal of Teacher Education. 46, 175-183.
• Higgins, A. and Nicholl, H. (2003). The Experiences of Lecturers and Student in the Use of Microteaching as a Teaching Strategy. Nurse Education in Pratice. 3, 220-223.
• Huber J. ve Ward, B. L. (1969). Pre-service Confidence Through Microteaching. Education, 90, 65-68.
• Jacques, D. (2000). Learning in Groups- A Handbook for İmproving Group Work, 3rd Edition London: Kogan Page
• Jerich, K. (1989). Using A Clinical Supervision Model for Microteaching Experiences. Action in Teacher Education. 11, 24-32.
• Joshi, S. M. (1996). Effectiveness of Microteaching as Technique in Teacher Preparation Programme University of Baroda.
• Kpanja, E. (2001). A Study of The Effects of Video Tape Recording in Microteaching Training. British Journal of Educational Technology. 32, 483-486.
• Linman, J. S. (1980). Media and Methods. CTU Press, NJ.
• Mccury, D. S. (2000). Technology for Critical Pedagogy: Beyond Self- Reflection With Video. Society for Informational Technology & Teacher Educationa Conference, 8-12 February 2000, Proceedings, Vol: 1-3 pp. 20-112.
• McDonald, F. and Allen, D. (1967). Training Effects on Feedback and Modeling Procedures on Teacher Performance. Stanford University: School of Education.
• Minardi, H. (1999). Recording Skills Practice on Videotape Can Enhance Learning-A Comparative Study Between Nurse Lecturers and Nursing Students. Journal of Advanced Nursing. 29, 1318-1325.
• Minton, D. (1997). Teaching Skills İn Future and Adult Education. London: MacMillan Press.
• Morse, K. and Davis, O. (1970). Effectiveness of Teaching Laboratory Instruction on The Questioning Behaviors of Beginning Teacher Candidates. University of Texas: Research and Development Center for Teacher Education.
• Murray, F. B. (1996). The Teacher Educator’s Handbook. San Francisco: Jossey-Bass Publishers.
• Olivero, J. L. (1980). Microteaching: Medium for Improving Instruction. Charles Merill and Co.
• Orlich, D. C., Harder, J. R., Callahan, C. C., Kauchak, D. P., Pendergrass, R. A., Keogh, A. J. and Gibson, H. (1990). Teaching Strategies. (Third Edition). Canada: Heat and Company.
• Pringle, R. M., Dawson, K. and Adams, T. (2003). Technology, Science and Preservice Teacher: Creating a Cultur of Technology-Savy Elementary Teacher. Action in Teacher Education. 24, 46-52.
• Quinn, F. (2000). Principles and Practice of Nurse Education. Stanley Thornes, Cheltenham.
• Ryan, K. and Cooper, J. M. (1980). Those Who Can, Teach. (Third Edition). Boston: Houghton Miffling Company.
• Subramaniam, K. (2006). Creating A Microteaching Evaluation Form: The Needed Evaluation Criteria. Education, 126, 666-677.
• Teague, F. A., Rogers, D. W. and Tipling R. N. (1994). Technology and Media. Kendall / Hunt, Dubuque, IA.
• Wilkinson, G. A. (1996). Enhancing Microteaching Through Additional Feedback from Preservice Amministrators. Teaching and Teacher Education. 12, 211-221.
• Wragg, E.C. (1998). An Introduction to Classroom Observation. London: Routledge.
• Yeany, R. (1978). Effects of Microteaching with Videotaping and Strategy Analysis on Teaching Strategies of Preservice Scince Teachers. Science Education. 62, 203-207.