The Effects of “Lesson Study” Implementation to Professional Development of Mathematics Teachers and Development of Learning Process

Yıl 2015, Sayı: 33, 186 - 210, 09.04.2015

Remzi Kıncal , Dilek Beypınar

Öz

The aim of the study is to reveal the contribution of the method of Lesson Study to teachers’ professional development and development of learning process. In this context, findings of the researches on implementation of LS in mathematics lessons performed in different countries are searched in the study. In the result of literature search, the articles reached from database of Scopus, Web of Science and Eric are eliminated through accept/refuse criteria and 28 article are analysed within the context of the study. Meta-synthesis method is used for data analysis in the study. The findings of studied articles are evaluated in 4 categories such as changes occured in student (ÖD), changes in teachers’ beliefs and attitudes (ÖT), changes in teachers’ field of knowledge (ÖA), changes in teachers’ teaching knowledge. According to findings, it is seen that themes in the most high ratios are learning level and quality in ÖD kategory with 32% ratio; feeling of cooperation and commitment, and teachers’ awareness on student knowledge in ÖT kategory with 16% ratio; concretizationsymbolization, and develop a point of view of mathematics and develop mathematics activities in ÖA kategory with 14% ratio; developing teaching stratejies in ÖB kategory with 44% ratio. 

Anahtar Kelimeler

Lesson Study, Professional Development, Teachers’ Learning

“Ders Araştırması” Uygulamasının Matematik Öğretmenlerinin Mesleki Gelişimlerine ve Öğrenme Sürecinin Geliştirilmesine Etkisi

Öz

Bu çalışmanın amacı, Ders Araştırması (DA) uygulamasının, öğretmenlerin mesleki gelişimi ve öğrenme sürecinin geliştirilmesine yönelik katkısını belirlemektir. Çalışmada, farklı ülkeler dikkate alınarak matematik dersinde uygulamaları gerçekleştirilen DA araştırmalarının sonuçları incelenmektedir. Alanyazın taraması sonucunda Scopus, Web of Science ve Eric veri tabanlarından ulaşılan makalelerden, çalışma grubu belirleme kriterleri kapsamında seçilen 28 makale incelenmiştir. Araştırmada verilerin analizi için meta-sentez yöntemi kullanılmıştır. İncelenen makalelerin bulguları, öğrencide meydana gelen değişiklikler (ÖD), öğretmen inanç ve tutumlarındaki değişiklikler (ÖT), öğretmenlerin alan bilgisindeki değişiklikler (ÖA), öğretmenlerin öğretim bilgilerindeki değişiklikler (ÖB) olmak üzere 4 kategoride değerlendirilmiştir. Ulaşılan bulgulara göre en yüksek oranda bulunan temaların ÖD kategorisinde %32 oranıyla öğrenme seviyesi ve kalitesi; ÖT kategorisinde yaklaşık %16 oranla öğretmenler arasındaki dayanışma ve bağlılık hissi ile öğretmenlerin öğrenci bilgileri üzerine farkındalıkları; ÖA kategorisinde %14 oranında somutlaştırma-sembolleştirme, matematik etkinlikleri ve matematiksel bakış açısı geliştirme; ÖB kategorisinde ise %44 oranla öğretim stratejileri geliştirme teması olduğu görülmüştür

Anahtar Kelimeler

Ders Araştırması, Mesleki Gelişim, Öğretmenlerin Öğrenmesi

Kaynakça

• gereklilikler sağlanmadan DA uygulamasına geçilmesinin istenen sonuçlara ulaştıramayacağı düşünülmektedir.
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