Mesleki Gelişimde İşbirliğine Dayalı Bir Yaklaşım: Ders Araştırması

Yıl 2018, , 109 - 116, 15.01.2018

Erhan Bozkurt , İffet Elif Yetkin Özdemir

https://doi.org/10.24106/kefdergi.375675

Cited By: 5

Öz

Yapılan araştırmalar, seminer tarzında gerçekleştirilmekte olan öğretmen eğitimi uygulamalarının öğretmenlerin mesleki gelişimlerine katkısı açısından yetersiz kaldığını ortaya koymaktadır. Günümüzde, öğrenmede sosyal ve çevresel etkenleri vurgulayan yaklaşımlara (sosyal yapılandırmacı, sosyal kültürel yaklaşım vd.) bağlı olarak, işbirliğine dayalı mesleki gelişim modellerine yönelik ihtiyaçlar artmaktadır. Bu modeller çoğu ülkenin öğretmen eğitimi sisteminde yer almaya başlamaktadır. Dünya genelinde yaygın yürütülen işbirliğine dayalı mesleki gelişim modellerinden biri, Japonya’da geliştirilmiş olan ders araştırmasıdır. Bu çalışmanın amacı Türk eğitim sistemi için oldukça yeni ve farklı olan bu modeli tanıtmaktır. Bu amaç doğrultusunda ders araştırmasının temel kavramları, amaçları, uygulama türleri ve süreçleri hakkında detaylı bilgiler sunulmuştur.

Anahtar Kelimeler

Ders araştırması, mesleki gelişim, öğretmen eğitimi

A Collaborative Approach in Professional Development: Lesson Study

Öz

Research has shown that traditional teacher education practices, which have been carrying out in the form of seminars, are inadequate in contributing to the professional development of teachers. Currently, in line with the approaches of learning (e.g. social constructivist, socio-cultural approach) that emphasize the social and contextual aspects of learning, there is a growing demand on collaborative professional development models. These models have begun to be employed in many countries’ teacher education systems. Lesson study, which was developed in Japan, is one of the collaborative professional development models that commonly employed in many countries. The aim of this study is to introduce this model that has been quite new and different for Turkish teacher education system. For this purpose, basic concepts, objectives, types of implications, and processes of lesson study have been presented.

Anahtar Kelimeler

Lesson study, professional development, teacher education, social constructivism.

Kaynakça

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