Öğrenme Desteği Programının İngilizce Öğretmen Adaylarının “Öğrenme Desteği” Becerilerine Katkısı
Öz
Bu araştırmanın amacı, Öğrenme Desteği Programının (ÖDP)
İngilizce öğretmen adaylarının Öğrenme Desteği (ÖD) becerilerine katkısını
değerlendirmektir. ÖD, öğrencinin yardım almadan başaramayacağı bir görevi
yerine getirebilmesi için ondan daha yetkin bir kişi tarafından desteklenmesini
ifade etmek için kullanılan sosyal yapılandırmacı bir yaklaşımdır. Araştırmada karma araştırma desenlerinden biri olan eşzamanlı
dönüşümsel araştırma deseninden yararlanılmıştır. Çalışma grubunu dört İngilizce öğretmen adayı oluşturmuştur Veriler, ÖD
örnek durum formu, günlükler ve gözlem formu ile toplanmıştır. Nicel verilerin
betimsel istatistikleri ile artış oranı ve yüzdeleri hesaplanmış, nitel veriler
ise içerik analizine tabi tutulmuştur. Araştırma bulguları ÖDP’ye katılan dört
öğretmen adayının programdan sonra ÖD puanlarında yükselme olduğunu, son test
puanlarında en yüksek artışın tanı koyma aşamasında gerçekleştiğini, ÖD
aşamalarını seçme gerekçelerini daha net açıklayabildiklerini, en çok yön tayin
etme amacı taşıdıklarını ve teşvik etme yöntemini seçtiklerini göstermiştir.
Öğretmen adaylarının günlüklerinde programa ilişkin olumlu görüş sundukları,
programdan yararlandıklarını belirttikleri ve ÖD’yi sınıfta nasıl
kullanabileceklerine ilişkin fikirler ortaya koydukları görülmüştür.
Öğretmenlik uygulama derslerinde öğretmen adaylarının ÖD’nin aşamaları ve
ilkeleri ile uyumlu ÖD’ler kullanmaya çalıştıkları gözlemlenmiştir.
Anahtar Kelimeler
Öğrenme desteği öğrenme desteği programı İngilizce öğretme ve öğrenme öğretmen adayları
Teşekkür
Bu çalışma, birinci yazarın “İngilizce Öğretmenlerine Yönelik Öğrenme Desteği Programının Geliştirilmesi ve Değerlendirilmesi" başlıklı doktora tezinin bir bölümünden oluşturulmuştur.
Kaynakça
- Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9, 33-52. Ahioğlu, E. N. (2006). Alt sosyoekonomik düzeydeki ailelerde anne, baba ve kardeşlerle 4-5 yaşlarındaki çocuklar arasındaki bilişsel etkileşimler. (Yayınlanmamış Doktora Tezi). Ankara Üniversitesi, Ankara. Bailey, K. M., Curtis, A. & Nunan, D. (2001). Pursuing professional development: The self as source. Canada: Heinle and Heinle. Bıkmaz, F. H. (2006). Yeni ilköğretim programları ve öğretmenler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 39(1), 99-116. Bruner, J. (1983). Child's talk: Learning to use language. New York: Norton. Cazden, C. (1979). Peekaboo as an instructional model: Discourse development at home and at school. Palo Alto: Stanford University Department of Linguistics. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: teaching the craft of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser. (pp. 453-494) Hillsdale, NJ: Lawrence Erlbaum Associates. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed). Thousand Oaks, CA: Sage Dennen, V. P. (2004). Cognitive apprenticeship in educational practice: research on scaffolding, modelling, mentoring, and coaching as instructional strategies. In D.H. Jonassen (Ed.). Handbook of research on educational communication and technology. (pp. 813-828). New York: Lawrence Erlbaum Association Publishers. Fisher, D., & Frey, N. (2010). Guided Instruction: How to develop confident and successful learners. Alexandria: ASCD. Gözütok, F. D. (2007). Öğretim ilke ve yöntemleri. Ankara: Ekinoks. Hobsbaum, A. Peters, S., & Sylva, K. (1996). Scaffolding in reading recovery. Oxford Review of Education, 22(1), 17-35. Hogan, K., & Pressley, M. (1997). Scaffolding scientific competencies within classroom communities of inquiry. In K. Hogan & M. Pressley (Eds.). Scaffolding student learning: instructional approaches and issues (pp. 74-107). Cambridge: Brookline Books, Inc. Holton, D., & Clarke, D. (2006). Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37 (12), 127-143. Krashen, S. D., & Terrell, T. (1983). The natural approach. New Jersey: Alemany Press. Langer, J. A., & Applebee, A. N. (1986). Reading and writing instruction: Toward a theory of teaching and learning. In E. Z. Rothkopf (Ed.). Review of research in education (pp. 171–194). Washington, DC: American Educational Research Association. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications. MEB. (2007). Talim ve Terbiye Kurulunun 11.10.2007 tarih ve 171 sayılı Kararı. MEB. (2008). Talim ve Terbiye Kurulunun 03.06.2008 tarih ve 139 sayılı Kararı. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Newbury Park, CA: Sage Publications. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175. Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage. Pawan, F. (2008). Content-area teachers and scaffolded instruction for English language learners. Elsevier: Teaching and Teacher Education. 24, 1450-1462. Pol, J. (2012). Scaffolding in teacher–student interaction: exploring, measuring, promoting and evaluating scaffolding. (Doctoral dissertation). Retrieved from http://dare.uva.nl/search?arno.record.id=426432. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press. Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory, appropriation, guided participation, and apprenticeship. In J. Wertsch, P. del Rio & A. Alvarez (Eds.), sociocultural studies of mind (pp.139-164). New York: Cambridge University Press. Rosenshine, B., & Meister, C. (1992). The use of scaffolds for teaching higher level cognitive strategies. Educational leadership. Retrieved from https://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199204_rosenshine.pdf Rosiek, J. (2003). Emotional scaffolding: an exploration of the teacher knowledge at the intersection of student emotion and the subject matter. Journal of Teacher Education, 54, 399-412. Senemoğlu, N. (2012). Gelişim Öğrenme ve Öğretim. Ankara: Pegem Akademi. TDK. (2011). http://www.tdk.gov.tr adresinden 17 Mart 2011 tarihinde indirilmiştir. Tharpe, R., & Gallimore. R. (1988). Rousing minds to life: Teaching, learning and schooling in social context. Cambridge: Cambridge University Press. Türker, M., & Bıkmaz, F. H., (2018). Secondary school English teachers’ scaffolding skills. In M. Sablic, A. Skugor, & I.D. Babic, (Eds.). 42nd ATEE Annual Conference 2017 in Dubrovnik; Changing perspectives and approches in contemporary teaching (pp. 402-417). Brussels: ATEE. Varış, F. (1981). Eğitimde Program Geliştirme Teori ve Teknikler. Ankara: A.Ü.Basımevi. Vygotsky, L. S. (1978). Mind in Society. The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner & E. Souberman (Eds.). Cambridge: Harward University Press. Wertsch, J. V. (1998). Mind as action. Oxford: Oxford University Press. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
The Impact of Scaffolding Program on English Teacher Candidates’ Scaffolding Skills
Öz
The aim of this study was to implement Scaffolding
Program (SP) and to determine its impact on English teacher candidates’
scaffolding skills. Scaffolding is a socio-constructivist strategy where a more
knowledgeable person guides the learner while performing a task that the
learner would never accomplish without the help. Concurrent
transformative design model, one of the mixed research designs, was used in the
study. The study group consisted of four English teacher candidates.
The data were collected by scaffolding scenario form,
journals and the observation form. For analyzing the quantitative data
descriptive statistics and percentages were calculated, and the qualitative
data were subjected to detailed content analysis. Findings of the research
showed that four teacher candidates who participated in the SP had an increase
in their scaffolding scores after the program, the
highest increase in the posttest scores was found in diagnosing student need
stage, they could explain reasons for choosing the scaffolding intentions and
methods more clearly, their intention for scaffolding was mostly for direction
maintenance and the means they proposed most were prompting.
Results show that teacher candidates expressed positive opinions about the
program in their journals, they stated that they benefited from the program and
they presented ideas about how they could use scaffolding in their classes. It
was observed that teacher candidates tried to use scaffolding in their classes,
in accordance with the stages and principles of scaffolding.
Anahtar Kelimeler
Scaffolding scaffolding program English teaching and learning teacher candidate.
Kaynakça
- Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9, 33-52. Ahioğlu, E. N. (2006). Alt sosyoekonomik düzeydeki ailelerde anne, baba ve kardeşlerle 4-5 yaşlarındaki çocuklar arasındaki bilişsel etkileşimler. (Yayınlanmamış Doktora Tezi). Ankara Üniversitesi, Ankara. Bailey, K. M., Curtis, A. & Nunan, D. (2001). Pursuing professional development: The self as source. Canada: Heinle and Heinle. Bıkmaz, F. H. (2006). Yeni ilköğretim programları ve öğretmenler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 39(1), 99-116. Bruner, J. (1983). Child's talk: Learning to use language. New York: Norton. Cazden, C. (1979). Peekaboo as an instructional model: Discourse development at home and at school. Palo Alto: Stanford University Department of Linguistics. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: teaching the craft of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser. (pp. 453-494) Hillsdale, NJ: Lawrence Erlbaum Associates. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed). Thousand Oaks, CA: Sage Dennen, V. P. (2004). Cognitive apprenticeship in educational practice: research on scaffolding, modelling, mentoring, and coaching as instructional strategies. In D.H. Jonassen (Ed.). Handbook of research on educational communication and technology. (pp. 813-828). New York: Lawrence Erlbaum Association Publishers. Fisher, D., & Frey, N. (2010). Guided Instruction: How to develop confident and successful learners. Alexandria: ASCD. Gözütok, F. D. (2007). Öğretim ilke ve yöntemleri. Ankara: Ekinoks. Hobsbaum, A. Peters, S., & Sylva, K. (1996). Scaffolding in reading recovery. Oxford Review of Education, 22(1), 17-35. Hogan, K., & Pressley, M. (1997). Scaffolding scientific competencies within classroom communities of inquiry. In K. Hogan & M. Pressley (Eds.). Scaffolding student learning: instructional approaches and issues (pp. 74-107). Cambridge: Brookline Books, Inc. Holton, D., & Clarke, D. (2006). Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37 (12), 127-143. Krashen, S. D., & Terrell, T. (1983). The natural approach. New Jersey: Alemany Press. Langer, J. A., & Applebee, A. N. (1986). Reading and writing instruction: Toward a theory of teaching and learning. In E. Z. Rothkopf (Ed.). Review of research in education (pp. 171–194). Washington, DC: American Educational Research Association. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications. MEB. (2007). Talim ve Terbiye Kurulunun 11.10.2007 tarih ve 171 sayılı Kararı. MEB. (2008). Talim ve Terbiye Kurulunun 03.06.2008 tarih ve 139 sayılı Kararı. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Newbury Park, CA: Sage Publications. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175. Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage. Pawan, F. (2008). Content-area teachers and scaffolded instruction for English language learners. Elsevier: Teaching and Teacher Education. 24, 1450-1462. Pol, J. (2012). Scaffolding in teacher–student interaction: exploring, measuring, promoting and evaluating scaffolding. (Doctoral dissertation). Retrieved from http://dare.uva.nl/search?arno.record.id=426432. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press. Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory, appropriation, guided participation, and apprenticeship. In J. Wertsch, P. del Rio & A. Alvarez (Eds.), sociocultural studies of mind (pp.139-164). New York: Cambridge University Press. Rosenshine, B., & Meister, C. (1992). The use of scaffolds for teaching higher level cognitive strategies. Educational leadership. Retrieved from https://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199204_rosenshine.pdf Rosiek, J. (2003). Emotional scaffolding: an exploration of the teacher knowledge at the intersection of student emotion and the subject matter. Journal of Teacher Education, 54, 399-412. Senemoğlu, N. (2012). Gelişim Öğrenme ve Öğretim. Ankara: Pegem Akademi. TDK. (2011). http://www.tdk.gov.tr adresinden 17 Mart 2011 tarihinde indirilmiştir. Tharpe, R., & Gallimore. R. (1988). Rousing minds to life: Teaching, learning and schooling in social context. Cambridge: Cambridge University Press. Türker, M., & Bıkmaz, F. H., (2018). Secondary school English teachers’ scaffolding skills. In M. Sablic, A. Skugor, & I.D. Babic, (Eds.). 42nd ATEE Annual Conference 2017 in Dubrovnik; Changing perspectives and approches in contemporary teaching (pp. 402-417). Brussels: ATEE. Varış, F. (1981). Eğitimde Program Geliştirme Teori ve Teknikler. Ankara: A.Ü.Basımevi. Vygotsky, L. S. (1978). Mind in Society. The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner & E. Souberman (Eds.). Cambridge: Harward University Press. Wertsch, J. V. (1998). Mind as action. Oxford: Oxford University Press. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.