Pedagojik Formasyon Programının Biyoloji, Fizik ve Kimya Öğretmen Adaylarının Öğretmenlik İmajlarına Etkisi

Yıl 2016, , 0 - 0, 24.05.2016

Sinem Üner Hüseyin Akkuş

https://doi.org/10.17679/iuefd.17247323

Öz

Bu çalışmanın amacı; pedagojik formasyon programına katılan toplam 73 biyoloji, fizik ve kimya öğretmen adayının formasyon programının başlangıcında ve sonunda bir öğretmen olarak kendileri ile ilgili imajlarını ve formasyon programının bu imajlar üzerindeki etkisini incelemektir. Öğretmen adaylarının öğretmenlik imajlarını tespit edildiği bu çalışmada tarama deseni kullanılmıştır. Çalışmada veri toplama aracı olarak Draw a Science Teacher Test Checklist (DASTT-C) kullanılarak, öğretmen adaylarının programın başındaki ve sonundaki öğretmenlik imajları belirlenmiştir. Çalışmanın sonucunda; öğretmen adaylarının formasyon programının başlangıcında çoğunlukla öğretmen merkezli imajlara sahip oldukları tespit edilmiştir. Formasyon programının sonunda ise öğretmen adaylarının daha öğrenci merkezli öğretmenlik imajlarına sahip oldukları belirlenmiştir. Ayrıca programın başlangıcında öğretmen adaylarının genellikle açıklayıcı öğretim stiline sahip olmalarına rağmen, programın sonunda biyoloji ve fizik öğretmen adaylarının kavramsal ve kimya öğretmen adaylarının keşfettirici öğretim stiline sahip oldukları tespit edilmiştir. 

Anahtar Kelimeler

Ögretmenlik imajı, DASTT-C; Öğretmen adayı

The Effect of Pedagogical Formation Program on Pre-Service Biology, Physics and Chemistry Teachers’ Teaching Images

Öz

The purpose of this study is to examine the images of 73 pre-service biology, physics and chemistry teachers about themselves as a teacher at the beginning and end of pedagogical formation program and the effect of formation program on these images. In this study which the pre-service teachers’ teaching images were identified, survey design was used. In this study, the Draw a Science Teacher Test Checklist (DASTT-C) was used as data collection tool. In conclusion, it was determined that pre-service teachers mostly had teacher-centered images at the beginning of the program. On the other hand, it was found that participants had more student-centered images at the end of the program. Also, it was determined that although participants usually had exploratory teaching style at the beginning of the program, pre-service biology and physics teachers had conceptual teaching style and pre-service chemistry teachers had exploratory teaching style at the end of the program. 

Anahtar Kelimeler

Teaching image, DASTT-C, pre-service teacher

Kaynakça

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