Bu çalışmanın amacı, 2016 yılı KPSS sınavı Öğretmenlik
Alan Bilgisi Testi Yabancı Dil (İngilizce ) Öğretmenliği sınav sorularını
Bloom’un yeniden yapılandırılmış taksonomisine göre incelemektir. Bu
araştırmada nitel bir araştırma modeli olan doküman analizi yöntemi
kullanılmıştır. Araştırmanın sonuçlarına göre 2016 yılı Kamu Personeli Seçme
Sınavı (KPSS) Öğretmenlik Alan Bilgisi Testi Yabancı Dil (İngilizce )
Öğretmenliği sınavında yer alan soruların %85’inin düşük bilişsel seviyede
sorulmuş olup; soruların yalnızca %16’sı yüksek bilişsel seviyede sorulduğu
görülmüştür. Buna göre hatırla basamağında 18; anla basamağında 17; uygula
basamağında 8 ve analiz et basamağında ise 7 sorunun olduğu ortaya çıkmıştır.
Soruların taksonomideki bilgi boyutuna bakıldığında ise soruların 15’inin Olgusal
Bilgi, 19’nun Kavramsal Bilgi, ve 16’sının da İşlemsel Bilgi düzeyinde olduğu
tespit edilmiştir. Bununla beraber bilişsel süreç boyutunun değerlendir ve
yarat basamaklarında hiç soru sorulmadığı; bilgi boyutunda ise üstbilişsel
bilgi düzeyinde hiç soru yer almadığı görülmüştür. Çalışma sonunda daha iyi
eğitimli bireylerin yetiştirilmesini sağlayacak olan nitelikli öğretmenlerin
yetiştirilmesi ve bunların mesleğe kazandırılmasında eleme noktası olarak
kullanılan KPSS sınavı Öğretmenlik Alan Bilgisi Testinde yer alan soruların
Bloom’un yenilenmiş taksonomisinde yer alan bilişsel süreç boyutlarının ve
özellikle yüksek bilişsel seviyenin göz önünde bulundurulması önerilmiştir.
KPSS ÖABT öğretmen yetiştirme yenilenmiş Bloom taksonomisi ingilizce öğretmenliği
The aim of this study is to analyze 2016 Public
Personnel Selection Exam (PPSE KPSS in Turkish) English Language Teaching
Profession Field Exam (TPFE) in Turkey According to Bloom’s Revised Taxonomy. The
qualitative research model was used in this study; and the document analysis
method was adopted. Written documents containing the 2016 KPSS English Language
Teaching Content Knowledge Test questions were used as the data collection
instruments in the study. According to results of the study, 85% of the
questions in the 2016 PPSE English Language Teaching Profession Field Exam were
asked in low cognitive level; only 16% of the questions were asked in high
cognitive level. As for the knowledge dimension, on the other hand, there were
18 questions pertaining to remember level; 17 questions were pertaining to
understand level; 8 questions were pertaining to apply level; and, 7 questions
were pertaining to analyze level. Considering the knowledge dimension in the
taxonomy, 15 questions were pertaining to the factual knowledge; 19 questions
were pertaining to the conceptual knowledge; and 16 questions were pertaining
to the procedural knowledge. Thus, this analyze reveals the fact that in the
cognitive process dimension no question seems to have been asked to measure
evaluate and create levels. Moreover, as for the knowledge dimension, there
were no questions pertaining to metacognitive knowledge. In the conclusion and
recommendation part of the study, it was suggested that the questions in the English
Language Teaching Profession Field Exam in the PPSE in Turkey should take into
consideration the cognitive process dimensions, especially the high cognitive
dimensions, and the knowledge dimension in the Bloom’s revised taxonomy, which,
therefore, will lead to the better selection and recruitment of the teachers
who will raise better educated individuals.
Birincil Dil | İngilizce |
---|---|
Bölüm | Dil Eğitimi |
Yazarlar | |
Yayımlanma Tarihi | 1 Temmuz 2019 |
Gönderilme Tarihi | 19 Temmuz 2019 |
Kabul Tarihi | 1 Ağustos 2019 |
Yayımlandığı Sayı | Yıl 2019 Cilt: 3 Sayı: 5 |
The Aim of The Journal
The Journal of Interdisciplinary Educational Researches (JIER) published by the Interdisciplinary Educational and Research Association (JIER)A) is an internationally eminent journal.
JIER, a nonprofit, nonprofit NGO, is concerned with improving the education system within the context of its corporate objectives and social responsibility policies. JIER, has the potential to solve educational problems and has a strong gratification for the contributions of qualified scientific researchers.
JIER has the purpose of serving the construction of an education system that can win the knowledge and skills that each individual should have firstly in our country and then in the world. In addition, JIER serves to disseminate the academic work that contributes to the professional development of teachers and academicians, offering concrete solutions to the problems of all levels of education, from preschool education to higher education.
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