Araştırma Makalesi
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Lise Matematik Öğretmeni Adaylarının Öğretmenlik Deneyimleri: Teoriden Uygulamaya Geçiş

Yıl 2018, Cilt: 26 Sayı: 1, 93 - 99, 15.01.2018
https://doi.org/10.24106/kefdergi.375669

Öz

Bu araştırmanın amacı lise matematik öğretmeni adaylarının ilk öğretmenlik tecrübeleri bağlamındaki pedagojik alan bilgilerini ortaya çıkarmaktır. Araştırmanın verileri 14 hafta boyunca öğretmen adaylarının aldıkları okul deneyimi dersi kapsamında toplanmıştır. Okul deneyimi dersi boyunca üç adet odak grup görüşmesi ve iki adet sınıf gözlemi yapılmıştır. Araştırmanın verileri içerik analizi aracılığıyla analiz edilmiştir. Elde edilen bulgular göz önüne alındığında, öğretmen adaylarının pedagojik alan bilgilerinin ağırlıklı olarak öğretimle ilgili olduğu ve sınırlı da olsa öğrenci düşünmesiyle ilgili bilgilerinin de olduğu tespit edilmiştir.


Kaynakça

  • An, S.,Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school, Mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education, 7(2), 145–172.
  • Auerbach, C. F., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and analysis. New York, NY: New York University Press.
  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., & others (2010).Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180.
  • Carpenter, T. P., Fennema, E., Peterson, P. L., & Carey, D. (1988). Teachers’ pedagogical content knowledge of students’ problem solving. Journal of Research in Mathematics Education, 19(5), 385-401.
  • Chick, H. L., Baker, M., Pham, T., & Cheng, H. (2006). Aspects of teachers’ pedagogical content knowledge for decimals. In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 297-304). Prague, Czech Republic: PME.
  • Feiman-Nemser, S.,&Parker, M. B. (1990).Making Subject Matter Part of the Conversation or Helping Beginning Teachers Learn to Teach. (Research Report No.90-3) East Lansing,MI: National Center for Research on Teacher Education.
  • Fennema, E. &Franke, M. L. (1992).Teachers’ knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147-164). New York: Macmillan.
  • Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press.
  • Grouws, D. A. & Schultz, K. A. (1996). Mathematics Teacher Education. In J. Sicula, T. Buttery & E. Guyton (Eds.), Handbook of Research on Teacher Education (pp. 442-458). New York: Macmillan Library Reference USA.
  • Hacıömeroğlu, G. (2013). Sınıf öğretmeni adaylarının öğretim için matematiksel bilgisi: Öğrencilerin Toplama ve çıkarma işlemlerine ilişkin çözüm yollarının analizi. Eğitim ve Bilim, 38(168), 303-317.
  • Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers’ Topic-Specific Knowledge of Students. Journal for Research in Mathematics Education, 39(4), 372–400.
  • Kinach, B. M. (2002). A cognitive strategy for developing pedagogical content knowledge in the secondary mathematics methods course: toward a model of effective practice. Teaching and Teacher Education, 18(1), 51–71.
  • Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., et al. (2013). Teachers’ pedagogical content knowledge and content knowledge: the role of structural differences in teacher education. Journal of Teacher Education, 64(1), 90–106.
  • Lannin, J. K., Webb, M., Chval, K., Arbaugh, F., Hicks, S., Taylor, C., & Bruton, R. (2013). The development of beginning mathematics teacher pedagogical content knowledge. Journal of Mathematics Teacher Education, 16(6), 403-426.
  • MEB (2013).Ortaöğretim (9-12) Matematik Dersi Öğretim Programı. Milli Eğitim Yayınları, Ankara.
  • Oliveira, H., & Hannula, M. S. (2008). Individual prospective mathematics teachers: Studies on their professional growth. In K. Krainer & T. Wood (Eds.), Participants in mathematics teacher education (Vol. 2, pp. 13–34). Rotterdam: Sense Publishers.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Newbury Park: Sage Publication.
  • Romberg, T. A., & Carpenter, T. P. (1986). Research on teaching and learning mathematics: Two disciplines of scientific inquiry. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.,pp. 850-873). New York: Macmillan.
  • Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
  • Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1 – 22.
  • Toluk-Uçar, Z. (2009). Developing pre-service teachers understanding of fractions through problem posing. Teaching and Teacher Education, 25, 166-175.
  • Toluk Uçar, Z. (2011). Öğretmen adaylarının pedagojik içerik bilgisi: Öğretimsel açıklamalar. Turkish Journal of Computer and Mathematics Education, 2(2), 87–102.
  • Türknüklü, E. &Yeşildere, S. (2007). The pedagogical content knowledge in mathematics: Pre-service primary mathematics teachers’ perspectives in Turkey. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, Vol.1, October, 1-13.
  • Yıldırım, A.,&Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.

An Investigation of Prospective Secondary Mathematics Teachers’ Experience on Teaching: From Theory to Practice

Yıl 2018, Cilt: 26 Sayı: 1, 93 - 99, 15.01.2018
https://doi.org/10.24106/kefdergi.375669

Öz

The purpose of the study is to investigate prospective mathematics teachers’ pedagogical content knowledge in their first teaching experience. We collected data during prospective mathematics teachers’ school experience course that lasts for 14 weeks. The data for this study was collected through three group discussion interviews during the "school experience" course. We have conducted two classroom observations while prospective students’ applied activities during their teaching experience in classrooms. We analyzed the data in accordance with the content analysis. According to the results, besides mainly having knowledge of instructional strategies, the prospective mathematics teachers have limited knowledge of students’ thinking.

Kaynakça

  • An, S.,Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school, Mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education, 7(2), 145–172.
  • Auerbach, C. F., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and analysis. New York, NY: New York University Press.
  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., & others (2010).Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180.
  • Carpenter, T. P., Fennema, E., Peterson, P. L., & Carey, D. (1988). Teachers’ pedagogical content knowledge of students’ problem solving. Journal of Research in Mathematics Education, 19(5), 385-401.
  • Chick, H. L., Baker, M., Pham, T., & Cheng, H. (2006). Aspects of teachers’ pedagogical content knowledge for decimals. In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 297-304). Prague, Czech Republic: PME.
  • Feiman-Nemser, S.,&Parker, M. B. (1990).Making Subject Matter Part of the Conversation or Helping Beginning Teachers Learn to Teach. (Research Report No.90-3) East Lansing,MI: National Center for Research on Teacher Education.
  • Fennema, E. &Franke, M. L. (1992).Teachers’ knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147-164). New York: Macmillan.
  • Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press.
  • Grouws, D. A. & Schultz, K. A. (1996). Mathematics Teacher Education. In J. Sicula, T. Buttery & E. Guyton (Eds.), Handbook of Research on Teacher Education (pp. 442-458). New York: Macmillan Library Reference USA.
  • Hacıömeroğlu, G. (2013). Sınıf öğretmeni adaylarının öğretim için matematiksel bilgisi: Öğrencilerin Toplama ve çıkarma işlemlerine ilişkin çözüm yollarının analizi. Eğitim ve Bilim, 38(168), 303-317.
  • Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers’ Topic-Specific Knowledge of Students. Journal for Research in Mathematics Education, 39(4), 372–400.
  • Kinach, B. M. (2002). A cognitive strategy for developing pedagogical content knowledge in the secondary mathematics methods course: toward a model of effective practice. Teaching and Teacher Education, 18(1), 51–71.
  • Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., et al. (2013). Teachers’ pedagogical content knowledge and content knowledge: the role of structural differences in teacher education. Journal of Teacher Education, 64(1), 90–106.
  • Lannin, J. K., Webb, M., Chval, K., Arbaugh, F., Hicks, S., Taylor, C., & Bruton, R. (2013). The development of beginning mathematics teacher pedagogical content knowledge. Journal of Mathematics Teacher Education, 16(6), 403-426.
  • MEB (2013).Ortaöğretim (9-12) Matematik Dersi Öğretim Programı. Milli Eğitim Yayınları, Ankara.
  • Oliveira, H., & Hannula, M. S. (2008). Individual prospective mathematics teachers: Studies on their professional growth. In K. Krainer & T. Wood (Eds.), Participants in mathematics teacher education (Vol. 2, pp. 13–34). Rotterdam: Sense Publishers.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Newbury Park: Sage Publication.
  • Romberg, T. A., & Carpenter, T. P. (1986). Research on teaching and learning mathematics: Two disciplines of scientific inquiry. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.,pp. 850-873). New York: Macmillan.
  • Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
  • Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1 – 22.
  • Toluk-Uçar, Z. (2009). Developing pre-service teachers understanding of fractions through problem posing. Teaching and Teacher Education, 25, 166-175.
  • Toluk Uçar, Z. (2011). Öğretmen adaylarının pedagojik içerik bilgisi: Öğretimsel açıklamalar. Turkish Journal of Computer and Mathematics Education, 2(2), 87–102.
  • Türknüklü, E. &Yeşildere, S. (2007). The pedagogical content knowledge in mathematics: Pre-service primary mathematics teachers’ perspectives in Turkey. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, Vol.1, October, 1-13.
  • Yıldırım, A.,&Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Konular Eğitim Üzerine Çalışmalar
Diğer ID 1645
Bölüm Derleme Makale
Yazarlar

Elçin Emre-akdoğan Bu kişi benim

Gönül Yazgan-sağ

Yayımlanma Tarihi 15 Ocak 2018
Kabul Tarihi 2 Mart 2017
Yayımlandığı Sayı Yıl 2018 Cilt: 26 Sayı: 1

Kaynak Göster

APA Emre-akdoğan, E., & Yazgan-sağ, G. (2018). An Investigation of Prospective Secondary Mathematics Teachers’ Experience on Teaching: From Theory to Practice. Kastamonu Education Journal, 26(1), 93-99. https://doi.org/10.24106/kefdergi.375669