Dönüştürücü Öğrenme Teorisine Dayalı Bir TPAB Geliştirme Eğitiminin Öğretmen Adaylarına Katkısı: Çoklu Durum Çalışması

Yıl 2022, Cilt: 42 Sayı: 3, 2037 - 2080, 30.12.2022

Duygu Yılmaz Ergül , Mehmet Taşar

https://doi.org/10.17152/gefad.1191875

Öz

Bu çalışmanın amacı, dönüştürücü öğrenme teorisinin temel alındığı teknolojinin fen derslerine entegrasyonunu hedefleyen eğitim içeriğinin, öğretmen adaylarının dönüşümüne etkisini araştırmaktır. Katılımcılar, bir büyükşehir üniversitesinde dördüncü sınıfta eğitim görmekte olan dört fen bilgisi öğretmen adayıdır. Öğretmen adaylarının teknolojik pedagojik alan bilgilerini geliştirebilmeleri için dönüştürücü öğrenme modeli esas alınarak bir eğitim içeriği oluşturulmuştur. Araştırmada kullanılan veri toplama araçları şunlardır: öğrenme aktiviteleri anketi üzerine görüşme, öğrenci takip formu ve elde edilen kaynaklar ve etkileri üzerine şekil üzerinde gösterim yapma. Araştırmada katılımcıların bakış açısı dönüşümlerini ayrıntılı ve derinlemesine inceleme olanağı vermesi nedeniyle çoklu durum çalışması yöntemi kullanılmıştır. Elde edilen verilerin içerik analizi MAXQDA 2018 programında yapılmıştır. Çalışmanın sonunda katılımcılar, aldıkları eğitimin teknolojinin entegrasyonu hakkında kendilerinde değişim/dönüşüm sağladığını ifade etmişlerdir. Katılımcılar kendilerindeki dönüşümü etkileyen kaynakları: ders anlatma deneyimleri, ders anlatımlarını izleme ve değerlendirme, araştırma ödevleri, sınıf içi tartışmalar, rol model öğretmeni izleme, seminer, araştırmacı ve eleştirel arkadaş olarak belirtmişlerdir. Eğitim içeriğinde yer alan etkinliklerin katılımcıların dönüşümlerine etkisinin; teknolojinin nasıl entegre edileceğini öğrenme, farklı teknolojik uygulamaları öğrenme, teknoloji entegrasyonu hakkında farkındalık oluşturma, eksik yönleri hakkında düşünme ve değerlendirme ve son olarak bilgi/deneyim edinme şeklinde olduğu belirlenmiştir.

Anahtar Kelimeler

Dönüştürücü öğrenme, Teknolojik pedagojik alan bilgisi, Fen bilgisi öğretmen adayları

Destekleyen Kurum

TÜBİTAK

Proje Numarası

2228-B Yüksek Lisans Öğrencileri İçin Doktora Burs Programı

Contribution of a TPACK Development Training Based on the Transformative Learning Theory to Pre-service Teachers: Multiple Case Study

Öz

This study aims to examine the impact of a teaching intervention based on the transformative learning theory and designed to integrate technology into science lessons on pre-service teachers’ transformation. The participants were four senior-year pre-service science teachers from a metropolitan university. In order to enable pre-service teachers to develop their technological pedagogical content knowledge, a teaching intervention content was created based on the transformative learning theory. The data collection tools used in the research are: interview on the learning activities survey, student follow-up form, and illustration on the sources and effects obtained. The multiple case study method was used in this research because it allows an in-depth investigation of participants’ profiles. Content analysis of the data was conducted by using the MAXQDA 2018 software. At the conclusion of the study, the participants reported that after the intervention they had a change/transformation in themselves about technology integration. Teaching practices, reflection activity on teaching practices and discussing critical incidents with a critical friend, research assignments, class discussions, role model teacher monitoring, seminar, researcher, and critical friend are the factors that influence the participants' own transformation. The effect of the activities in the teaching intervention on the transformation of the participants; learning how to integrate technology, learning different technological tools, raising awareness about technology integration, thinking and evaluating their deficiencies, and gaining knowledge/experience.

Anahtar Kelimeler

Transformative learning, Technological pedagogical content knowledge, Pre-service science teachers

Proje Numarası

2228-B Yüksek Lisans Öğrencileri İçin Doktora Burs Programı

Kaynakça

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