Okul Öncesi Öğretmen Adaylarının Sorgulayıcı Öğretim Tanımlarının İncelenmesi

Öz

Bu araştırmada okul öncesi öğretmen adaylarının sorgulayıcı öğretim ile ilgili verilen eğitim ve uygulama deneyimleri sonucunda tanımlarında bir değişim olup olmadığı ve eğer varsa değişimin düzey olarak yönü ve içerik olarak anlamlı olup olmadığı incelenmiştir. Araştırmada karma desen benimsenip, söylem analizi ve içerik analizi yöntemleri birlikte kullanılmıştır. Araştırmaya bir devlet üniversitesinde okul öncesi öğretmenliği lisans programında dördüncü sınıfta öğrenim gören 56 okul öncesi öğretmen adayı katılmıştır. Bulgular, okul öncesi öğretmen adaylarının sorgulayıcı öğretim tanımlarının düzeylerinde olumlu bir değişime işaret etmekte ve içerik bakımından bazı öğelere önem verildiğini göstermektedir. Eğitim ve uygulama sonrası gelişmiş düzeyde tanım yapan öğretmen adayı oranının %5,4’ten %60,7’ye yükseldiği gözlemlenmiştir. Tanımların içeriği incelendiğinde araştırma yapma, hipotez oluşturma ve test etme, veri toplama ve kanıtları değerlendirme ögelerinde anlamlı bir değişim gözlemlenirken, ön bilgi, soru sorma, verileri yorumlama, üst düzey düşünme ve iletişim ögelerinde anlamlı bir değişim gözlemlenmemiştir. Bulgular, alan yazın ve olası gerekçeler bağlamında öğretmen eğitimine etkileri açısından tartışılmıştır.

Anahtar Kelimeler

• Sorgulayıcı öğretim
• Okul öncesi öğretmen adayları
• Okul öncesi eğitim

Investigation of Preschool Preservice Teachers' Definitions of Inquiry Teaching

Öz

This research examined the changes in preschool preservice teachers’ definitions of inquiry teaching as a result of the training and practicum experience by focusing on the changes in the level of sophistication and in content. A mixed design was adopted and discourse analysis and content analysis methods were used. The study sample consisted of 56 preservice teachers studying in the fourth year of the undergraduate program in the Department of Preschool Education at a state university. Positive changes at definition levels and different emphases in content were observed. The percentage of preservice teachers who produced advanced level definitions after the training and practicum experience increased from 5.4% to 60.7%. Also, a significant change was observed in the elements of investigating, developing and testing hypotheses, collecting data, and evaluating evidence, while no significant change was observed in the elements of prior knowledge, asking questions, interpreting data, higher-order thinking, and communication. The findings were discussed in terms of their implications.

Anahtar Kelimeler

• Inquiry teaching
• preschool preservice teachers
• preschool education

Kaynakça

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