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Preservice Teachers’ Views about 21st Century Skills and Teaching

Yıl 2022, Cilt 3, Sayı 2, 81 - 105, 30.09.2022
https://doi.org/10.55661/jnate.1082299

Öz

Kaynakça

  • Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A. ve Persson, T. (2015). Strategies for Teaching Students to Think Critically. Review of Educational Research, 85(2), 275–314. doi:10.3102/0034654314551063
  • Akbiyik, C. ve Kalkan Ay, G. (2014). Perceptions of Pre-School Administrators and Teachers on Thinking Skills Instruction: A Case Study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 1–18.
  • Amabile, T. (1982). Social psychology of creativity: A consensual assessment technique. Journal of personality and social psychology, 43, 997–1013.
  • Anagün, Ş., Atalay, N., Kiliç, Z. ve Yaşar, S. (2016). Öğretmen Adaylarına Yönelik 21. Yüzyıl Becerileri Yeterlilik Algıları Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması *. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 40(40), 160–175. doi:10.9779/PUJE768
  • Asan, A. (2003). Computer Technology Awareness by Elementary School Teachers: A Case Study. Journal of Information Technology Education: Research, 2(1), 153–164.
  • Bakic-Tomic, L., Dvorski, J. ve Kirinic, A. (2015). Elements of Teacher Communication Competence: An Examination of Skills and Knowledge to Communicate. International Journal of Research in Education and Science, 1(2), 157–166.
  • Barron, F. (1955). The disposition toward originality. The Journal of Abnormal and Social Psychology, 51, 478 – 485.
  • Bayrak Özmutlu, E. (2020). The Distribution of the Mother Tongue Curricula Learning Outcomes Based on the Thinking Skills. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 49(1), 185-224. doi:10.14812/cufej.623935
  • Bayrak Özmutlu, E. ve Kanık Uysal, P. (2021). Türkçe Ders Kitaplarında Yer Alan Etkinliklerin Düşünme Becerileri Açısından İncelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 52, 518–543.
  • Baysal, N., Çarıkçı, Z. N. ve Yaşar, S. (2017). Sınıf öğretmenlerinin düşünme becerileri öğretimine yönelik farkındalıkları. Journal of Qualitative Research in Education, 5(1), 7. doi:10.14689/issn.2148-2624.1.5c1s1m
  • Bereczki, E. O. ve Kárpáti, A. (2018). Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature. Educational Research Review, 23, 25–56. doi:10.1016/j.edurev.2017.10.003
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M. ve Rumble, M. (2014). Defining Twenty-First Century Skills. E. (Eds. . Griffin, P., & Care (Ed.), Assessment and teaching of 21st century skills: Methods and approach. içinde . Springer.
  • Birgin, O. ve Gürbüz, R. (2008). Sınıf Öğretmeni Adaylarının Ölçme ve Değerlendirme Konusundaki Bilgi Düzeylerinin İncelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20, 163–179.
  • Canales, A. ve Maldonado, L. (2018). Teacher quality and student achievement in Chile: Linking teachers’ contribution and observable characteristics. International Journal of Educational Development, 60, 33–50. doi:10.1016/j.ijedudev.2017.09.009
  • Chen, S. L., Liang, T., Lee, M. L. ve Liao, I. C. (2011). Effects of concept map teaching on students’ critical thinking and approach to learning and studying. Journal of Nursing Education, 50(8), 466–469. doi:10.3928/01484834-20110415-06
  • Creswell, J. W. (2011). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research.
  • D’Zurilla, T. J., Maydeu-Olivares, A. ve Gallardo-Pujol, D. (2011). Predicting social problem solving using personality traits. Personality and Individual Differences, 50(2), 142–147. doi:10.1016/j.paid.2010.09.015
  • Darling-Hammond, L. (2006a). Constructing 21st-Century Teacher Education. Journal of Teacher Education, 57(3), 300–314. doi:10.1177/0022487105285962
  • Darling-Hammond, L. (2006b). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. doi:10.1177/0022487105285962
  • Dereobali, N. ve Ünver, G. (2009). An Evaluation of the Courses in Curriculum of Undergraduate Preschool Teacher Training by Instructors in General Perspective. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10(3), 161–181.
  • Eret-Orhan, E., Ok, A. ve Capa-Aydin, Y. (2017). We train, but what do they think? Preservice teachers’ perceptions of the adequacy of their teacher education in Turkey. Asia-Pacific Journal of Teacher Education, 46(2), 183–198. doi:10.1080/1359866X.2017.1355050
  • Eret, E. (2013). An assessment of pre-service teacher education in terms of preparing teacher candidates for teaching. Middle East Technical University, Ankara.
  • Facione, P. A. (1990). Critical Thinking. A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. The Delphi Report CA: Press.
  • Fraillon, J., Ainley, J., Schulz, W., Friedman, T. ve Gebhardt, E. (2014). Preparing for Life in a Digital Age. Preparing for Life in a Digital Age. Springer International Publishing. doi:10.1007/978-3-319-14222-7
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21.Yüzyıl Becerileri ve Öğretimine Yönelik Öğretmen Adayı Görüşlerinin İncelenmesi

Yıl 2022, Cilt 3, Sayı 2, 81 - 105, 30.09.2022
https://doi.org/10.55661/jnate.1082299

Öz

Bu araştırmada öğretmen adaylarının 21. yüzyıl becerileri ve öğretimine yönelik görüşleri temelinde bir inceleme gerçekleştirmek amaçlanmaktadır. Araştırmada öğretmen adaylarının 21. yüzyıl becerileri kapsamında değerlendirilen “problem çözme, yaratıcılık, iş birliği, eleştirel düşünme ve iletişim” becerilerine yönelik görüşleri altı boyut altında incelenmiştir. Bu altı boyut (i) incelenen beceriye sahip bir bireyin özelliklerinin neler olduğu, incelenen becerinin (ii) neden öğrenilmesi gerektiği, (iii) nasıl öğretilebileceği, (iv) öğretimi için hangi ders/derslerin uygun olduğu, (v) kazandırılmasının hangi etmenlerin sorumluluğunda olduğu ve (vi) nasıl değerlendirileceğidir. Araştırmada nitel araştırma modeli içinde yer alan temel nitel araştırma deseni benimsenmiştir. Araştırmada amaçlı örnekleme yöntemlerinden biri olan ölçüt örnekleme kullanılmıştır. Araştırmanın çalışma grubunu okul öncesi ve sınıf öğretmenliği bölümünde öğrenim gören 80 dördüncü sınıf öğretmen adayı oluşturmaktadır. Araştırmada, 30 açık uçlu sorudan oluşan ve beş bölümden meydana gelen bir form kullanılmıştır. Araştırma verileri üç aşamadan oluşan yoğun bir içerik analizi işleminden geçirilmiştir. Analizler 4490 vivo kodlu görüş üzerinden gerçekleştirilmiştir. Araştırma öğretmen adaylarının görüşlerinin nitelikli öğretim uygulamalarına dönüşme konusunda soru işaretlerine neden olabilecek birtakım özelliklere sahip olduğunu göstermektedir. Araştırma öğretmen eğitimi programlarında 21. yüzyıl becerilerinin öğretimi konusunda öğretmen adaylarının niteliğini artıracak çalışmalar içinde olması gerektiğine işaret etmektedir.

Kaynakça

  • Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A. ve Persson, T. (2015). Strategies for Teaching Students to Think Critically. Review of Educational Research, 85(2), 275–314. doi:10.3102/0034654314551063
  • Akbiyik, C. ve Kalkan Ay, G. (2014). Perceptions of Pre-School Administrators and Teachers on Thinking Skills Instruction: A Case Study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 1–18.
  • Amabile, T. (1982). Social psychology of creativity: A consensual assessment technique. Journal of personality and social psychology, 43, 997–1013.
  • Anagün, Ş., Atalay, N., Kiliç, Z. ve Yaşar, S. (2016). Öğretmen Adaylarına Yönelik 21. Yüzyıl Becerileri Yeterlilik Algıları Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması *. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 40(40), 160–175. doi:10.9779/PUJE768
  • Asan, A. (2003). Computer Technology Awareness by Elementary School Teachers: A Case Study. Journal of Information Technology Education: Research, 2(1), 153–164.
  • Bakic-Tomic, L., Dvorski, J. ve Kirinic, A. (2015). Elements of Teacher Communication Competence: An Examination of Skills and Knowledge to Communicate. International Journal of Research in Education and Science, 1(2), 157–166.
  • Barron, F. (1955). The disposition toward originality. The Journal of Abnormal and Social Psychology, 51, 478 – 485.
  • Bayrak Özmutlu, E. (2020). The Distribution of the Mother Tongue Curricula Learning Outcomes Based on the Thinking Skills. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 49(1), 185-224. doi:10.14812/cufej.623935
  • Bayrak Özmutlu, E. ve Kanık Uysal, P. (2021). Türkçe Ders Kitaplarında Yer Alan Etkinliklerin Düşünme Becerileri Açısından İncelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 52, 518–543.
  • Baysal, N., Çarıkçı, Z. N. ve Yaşar, S. (2017). Sınıf öğretmenlerinin düşünme becerileri öğretimine yönelik farkındalıkları. Journal of Qualitative Research in Education, 5(1), 7. doi:10.14689/issn.2148-2624.1.5c1s1m
  • Bereczki, E. O. ve Kárpáti, A. (2018). Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature. Educational Research Review, 23, 25–56. doi:10.1016/j.edurev.2017.10.003
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M. ve Rumble, M. (2014). Defining Twenty-First Century Skills. E. (Eds. . Griffin, P., & Care (Ed.), Assessment and teaching of 21st century skills: Methods and approach. içinde . Springer.
  • Birgin, O. ve Gürbüz, R. (2008). Sınıf Öğretmeni Adaylarının Ölçme ve Değerlendirme Konusundaki Bilgi Düzeylerinin İncelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20, 163–179.
  • Canales, A. ve Maldonado, L. (2018). Teacher quality and student achievement in Chile: Linking teachers’ contribution and observable characteristics. International Journal of Educational Development, 60, 33–50. doi:10.1016/j.ijedudev.2017.09.009
  • Chen, S. L., Liang, T., Lee, M. L. ve Liao, I. C. (2011). Effects of concept map teaching on students’ critical thinking and approach to learning and studying. Journal of Nursing Education, 50(8), 466–469. doi:10.3928/01484834-20110415-06
  • Creswell, J. W. (2011). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research.
  • D’Zurilla, T. J., Maydeu-Olivares, A. ve Gallardo-Pujol, D. (2011). Predicting social problem solving using personality traits. Personality and Individual Differences, 50(2), 142–147. doi:10.1016/j.paid.2010.09.015
  • Darling-Hammond, L. (2006a). Constructing 21st-Century Teacher Education. Journal of Teacher Education, 57(3), 300–314. doi:10.1177/0022487105285962
  • Darling-Hammond, L. (2006b). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. doi:10.1177/0022487105285962
  • Dereobali, N. ve Ünver, G. (2009). An Evaluation of the Courses in Curriculum of Undergraduate Preschool Teacher Training by Instructors in General Perspective. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10(3), 161–181.
  • Eret-Orhan, E., Ok, A. ve Capa-Aydin, Y. (2017). We train, but what do they think? Preservice teachers’ perceptions of the adequacy of their teacher education in Turkey. Asia-Pacific Journal of Teacher Education, 46(2), 183–198. doi:10.1080/1359866X.2017.1355050
  • Eret, E. (2013). An assessment of pre-service teacher education in terms of preparing teacher candidates for teaching. Middle East Technical University, Ankara.
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Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Eğitim Araştırmaları
Bölüm Araştırma Makaleleri
Yazarlar

Emel BAYRAK ÖZMUTLU>
ORDU ÜNİVERSİTESİ
0000-0002-1222-3557
Türkiye


Saniye Nur ERGAN> (Sorumlu Yazar)
ORDU ÜNİVERSİTESİ
0000-0003-4782-7710
Türkiye

Yayımlanma Tarihi 30 Eylül 2022
Yayınlandığı Sayı Yıl 2022, Cilt 3, Sayı 2

Kaynak Göster

APA Bayrak Özmutlu, E. & Ergan, S. N. (2022). 21.Yüzyıl Becerileri ve Öğretimine Yönelik Öğretmen Adayı Görüşlerinin İncelenmesi . Öğretmen Eğitimi ve Öğretim , 3 (2) , 81-105 . DOI: 10.55661/jnate.1082299