BibTex RIS Kaynak Göster

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Yıl 2015, Cilt: 12 Sayı: 30, 213 - 230, 21.07.2015

Demet Seban , Hasan Çakır

Öz

The purpose of this study is to examine the effect of teachers’ beliefs about teaching writing, professional experiences, educational background, the number of students in their classrooms, and teacher gender on their self-reported constructivist writing practices. The data were collected using a Teacher Beliefs and Practices of Writing Instruction Scale developed by the researcher from a sample of 159 elementary school teachers. The resulting demographic variables and beliefs and practices data analyzed using statistical analysis. According to the results of this study, teachers who hold beliefs congruent with the principles of constructivist epistemology and the principles of a balanced approach that adopt both constructivist and traditional orientation engage in constructivist-compatible writing practices. However, teachers who demonstrate a traditional teaching orientation do not employ constructivist-compatible writing practices. Professional experiences, educational background, the number of students in their classrooms, and the gender of teachers were found to have no significant effect on teachers’ teaching writing practices

Anahtar Kelimeler

-

Kaynakça

  • Baumann, J., Hoffman, J., Moon, J. ve Duffy-Hester, A. (1998). Where are teachers’ voices in the phonics/whole language debate? Results from a survey of U.S. elementary classroom teachers. The Reading Teacher, 51, 636-650.
  • Barnyak, N. C. ve Paquette, K. R. (2010). An Investigation of Elementary Preservice Teachers' Reading Instructional Beliefs. Reading Improvement, 47(1), 7-17.
  • Bawden, R., Buike, S. ve Duffy, G.G. (1979). Teacher conceptions of reading and their influence on instruction (Research Series No. 47). East Lansing: Michigan State University, Institute for Research on Teaching. (ERIC Document Reproduction Service No. ED174952).
  • Brantlinger, E. (1996). Influence of pre-service teachers’ beliefs about pupil achievement on attitudes toward inclusion. Teacher Education and Special Education, 19(1), 17- 33.
  • Bridge, C. A., Hiebert, E. H. ve Chesky, J. (1983). Classroom writing practices. In J. A. Niles & L. A. Harris (Eds.), Searches for meaning in reading: Language processing and instruction. 32nd Yearbook of National Reading Conference (pp. 238-242). Rochester NY: National Reading Conference.
  • Brindley, R. (2000). Learning to walk to walk: Teacher educators’ use of constructivist epistemology in their own practice. The Professional Educator, 22(2), 1-14.
  • Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62(1), 37-60
  • Burn, K., Hagger, H., Mutton, T. ve Everton, T. (2003). The complex development of student teachers’ thinking. Teachers and Teaching: Theory and Practice, 9(4), 309-331.
  • Byrd, C .M. (2008). Reading instruction beliefs and practices of early elementary school teachers. PSI CHI Journal of Undergraduate Research, 13 (2), 76-85.
  • Calderhead, J. ve Robson, M. (1991). Images of teaching: Student teachers’ early conceptions of classroom practice. Teacher and Teacher Education, 7(1), 1-8.
  • Clark, C. M. (1988). Asking the right questions about teacher preparation: Contributions of research on teacher thinking. Educational Researcher, 17 (2) 5-12.
  • Davis, M., Konapak, B. ve Readence, J. (1993). An investigation of two chapter one teachers’ beliefs about reading and instructional practices. Reading Research and Instruction, 33, 105-188.
  • DeFord, D. (1985). Validating the construct of theoretical orientation in reading. Reading Research Quarterly, 20, 351-367.
  • Dreher, J. (1990). Perservice early childhood teachers attitudes toward the process approach to writing. Early Childhood Development and Care, 56, 49-64.
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38 (1), 47-65.
  • Fear, K. L., Anderson, L. M., Englert, C. S. ve Raphael, T.E. (1987). Research in literacy: Merging perspectives. 36th Yearbook of National Reading Conference (pp. 255-263). Rochester, NY: National Reading Conference.
  • Fisher, C. W. ve Hiebert. E. H. (1990). Characteristics of tasks in two approaches to literacy instruction. The Elementary School Journal, 91(1), 3-18
  • Flint, A. S., Maloch, B. ve Leland, C. (2010). Three years in the making: A cross-case analysis of three beginning teachers’ literacy beliefs and practices. Journal of Reading Education, 35 (2), 14-21.
  • Graham, S., Harris, K. R., MacArthur, C. ve Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: construct validation and a nationwide survey. Contemporary Educational Psychology, 27, 147-166.
  • Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers' emotional responses to educational change. Teaching and Teacher Education, 21(8), 967-983.
  • Harste, J. C. ve Burke, C. L. (1977). A new hypothesis for reading teacher research: Both the teaching and learning of reading is theoretically based. In P.D. Pearson (Ed.), Reading: Theory. Research and Practice (pp.32-40), New York: Mason
  • Huberman, M. A. (1989). The professional life cycle of teachers. Teachers College Record, 91(1), 31-57.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi. Ankara: Nobel Yayınevi.
  • Kinzer, C. (1988). Instructional frameworks and instructional choices: Comparison between preservice and inservice teachers. Journal of Reading Behavior, 20, 357-77. Publishing Company.
  • Lenski, S. D., Wham, M. A. ve Griffey, D. C. (1998). Literacy orientation survey: A survey toclarify teachers’ beliefs and practices. Reading Research and Instruction, 37(3), 217-236.
  • Lipson, M. Y., Mosenthal, J., Daniels, P. ve Woodside-Jiron, H. (2000). Process writing in the classrooms of eleven fifth-grade teachers with different orientations to teaching and learning. The Elementary School Journal, 101(2), 209-231.
  • Lortie, D.C. (1975). Schoolteacher: A sociological study. Chicago, IL: The University of Chicago Press.
  • Mangano, N. ve Alllen, J. (1986). Teachers’ beliefs language arts and their effect on student beliefs and instruction. In J. A. Niles & R. V. Lalik (Eds.), Solving problems in literacy: Learners, teachers, and researchers. Thirty-fifth yearbook of the National Reading Conference (pp. 135-142). Rochester NY: National Reading Conference.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Powell, R. R. (1992). The influence of prior experiences on pedagogical constructs of traditional and nontraditional preservice teachers. Teaching and Teacher Education, 8 (3), 225-238.
  • Pressley, M., Rankin, J. ve Yokoi, L. (1996). A survey of instructional practices of primary teachers nominated as effective in promoting literacy. The Elementary School Journal, 4, 363-384.
  • Ray, K. J., Lee, S. C. ve Stansell, J. C. (1986). New methods, old theories, and teacher education: Some observation of writing in a third-grade classroom. In J. A. Niles & R. V. Lalik (Eds.), Solving problems in literacy: Learners, teachers, and researchers. Thirty-fifth Yearbook of the National Reading Conference (pp. 152-159). Rochester NY: National Reading Conference.
  • Seban, D. (2008). A look within individual cases into elementary teachers’ beliefs and practices of writing instruction. Elementary Education Online, 7(2), 512-521.
  • Tabachnick, B. R. ve Zeichner, K. M. (1984). The impact of the student teaching experience on the development of teacher perspectives. Journal of Teacher Education, 35(6), 28-36.
  • Theriot, S. ve Tice, K. C. (2009). Teachers’ knowledge development and change: Untangling beliefs and practices. Literacy Research and Instruction, 48, 65-75.
  • Türker, N. ve Yılmaz Tüzün, Ö. (2007, Kasım). Öğretmen adaylarının yapılandırmacı ve geleneksel öğretim yaklaşımları ile ilgili inançları. I. Ulusal İlköğretim Kongresi’nde sunulmuş sözlü bildiri. Hacettepe Üniveristesi, Ankara.
  • Wilcox-Herzog, A. (2002). Is there a link between teachers' beliefs and behaviors? Early Education and Development, 13(1), 81-106.
  • Wing, L. A. (1989). The influence of preschool teachers’ beliefs on young children’s conceptions of reading and writing. Early Childhood Research Quarterly, 4, 61-74.
  • Woolley, S. L., Benjamin, W. J. ve Woolley, A. W. (2004). Construct validity of a self-report measure of teacher beliefs related to constructivist and traditional approaches to teaching and learning. Educational and Psychological Measurement, 64(2), 319-331.

İNANÇLARIN VE DEMOGRAFİK DEĞİŞKENLERİN SINIF ÖĞRETMENLERİNİN YAZILI ANLATIM ÖĞRETİMİ UYGULAMALARINA ETKİSİ

Yıl 2015, Cilt: 12 Sayı: 30, 213 - 230, 21.07.2015

Demet Seban , Hasan Çakır

Öz

Bu araştırmanın amacı ilköğretim birinci kademede öğretmenlik yapan öğretmenlerin yazılı anlatım öğretimi konusundaki inançlarının, mesleki deneyimlerinin, öğrenim durumlarının, sınıflarındaki öğrenci sayılarının ve cinsiyetlerinin yapılandırmacı yaklaşım felsefesine dayalı yazma öğretimi uygulamaları üzerindeki etkilerini belirlemektir. Bu çalışma için geliştirilen Yazma Öğretimi İnançları ve Pratikleri Ölçeği 159 öğretmene uygulanmış ve sonuçları istatistiksel olarak analiz edilmiştir. Araştırmadan elde edilen sonuçlara göre yapılandırmacı ve geleneksel yaklaşımların dengelendiği bir öğretim yaklaşımını savunan öğretmenler ile yalnızca yapılandırmacı yaklaşımı savunan öğretmenlerin yapılandırmacı yaklaşım odaklı uygulamalar yaptığı, geleneksel öğretim yaklaşımlarına inanan öğretmenlerin ise geleneksel öğretim uygulamaları yaptığı bulgulanmıştır. Ayrıca cinsiyet, öğrenci sayısı ve mesleki deneyimin yapılan uygulamalar üstünde anlamlı bir etkisinin olmadığı saptanmıştır.

Anahtar Kelimeler

Öğretmen İnançları Yazılı Anlatım Sınıf Öğretmeni

Kaynakça

  • Baumann, J., Hoffman, J., Moon, J. ve Duffy-Hester, A. (1998). Where are teachers’ voices in the phonics/whole language debate? Results from a survey of U.S. elementary classroom teachers. The Reading Teacher, 51, 636-650.
  • Barnyak, N. C. ve Paquette, K. R. (2010). An Investigation of Elementary Preservice Teachers' Reading Instructional Beliefs. Reading Improvement, 47(1), 7-17.
  • Bawden, R., Buike, S. ve Duffy, G.G. (1979). Teacher conceptions of reading and their influence on instruction (Research Series No. 47). East Lansing: Michigan State University, Institute for Research on Teaching. (ERIC Document Reproduction Service No. ED174952).
  • Brantlinger, E. (1996). Influence of pre-service teachers’ beliefs about pupil achievement on attitudes toward inclusion. Teacher Education and Special Education, 19(1), 17- 33.
  • Bridge, C. A., Hiebert, E. H. ve Chesky, J. (1983). Classroom writing practices. In J. A. Niles & L. A. Harris (Eds.), Searches for meaning in reading: Language processing and instruction. 32nd Yearbook of National Reading Conference (pp. 238-242). Rochester NY: National Reading Conference.
  • Brindley, R. (2000). Learning to walk to walk: Teacher educators’ use of constructivist epistemology in their own practice. The Professional Educator, 22(2), 1-14.
  • Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62(1), 37-60
  • Burn, K., Hagger, H., Mutton, T. ve Everton, T. (2003). The complex development of student teachers’ thinking. Teachers and Teaching: Theory and Practice, 9(4), 309-331.
  • Byrd, C .M. (2008). Reading instruction beliefs and practices of early elementary school teachers. PSI CHI Journal of Undergraduate Research, 13 (2), 76-85.
  • Calderhead, J. ve Robson, M. (1991). Images of teaching: Student teachers’ early conceptions of classroom practice. Teacher and Teacher Education, 7(1), 1-8.
  • Clark, C. M. (1988). Asking the right questions about teacher preparation: Contributions of research on teacher thinking. Educational Researcher, 17 (2) 5-12.
  • Davis, M., Konapak, B. ve Readence, J. (1993). An investigation of two chapter one teachers’ beliefs about reading and instructional practices. Reading Research and Instruction, 33, 105-188.
  • DeFord, D. (1985). Validating the construct of theoretical orientation in reading. Reading Research Quarterly, 20, 351-367.
  • Dreher, J. (1990). Perservice early childhood teachers attitudes toward the process approach to writing. Early Childhood Development and Care, 56, 49-64.
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38 (1), 47-65.
  • Fear, K. L., Anderson, L. M., Englert, C. S. ve Raphael, T.E. (1987). Research in literacy: Merging perspectives. 36th Yearbook of National Reading Conference (pp. 255-263). Rochester, NY: National Reading Conference.
  • Fisher, C. W. ve Hiebert. E. H. (1990). Characteristics of tasks in two approaches to literacy instruction. The Elementary School Journal, 91(1), 3-18
  • Flint, A. S., Maloch, B. ve Leland, C. (2010). Three years in the making: A cross-case analysis of three beginning teachers’ literacy beliefs and practices. Journal of Reading Education, 35 (2), 14-21.
  • Graham, S., Harris, K. R., MacArthur, C. ve Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: construct validation and a nationwide survey. Contemporary Educational Psychology, 27, 147-166.
  • Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers' emotional responses to educational change. Teaching and Teacher Education, 21(8), 967-983.
  • Harste, J. C. ve Burke, C. L. (1977). A new hypothesis for reading teacher research: Both the teaching and learning of reading is theoretically based. In P.D. Pearson (Ed.), Reading: Theory. Research and Practice (pp.32-40), New York: Mason
  • Huberman, M. A. (1989). The professional life cycle of teachers. Teachers College Record, 91(1), 31-57.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi. Ankara: Nobel Yayınevi.
  • Kinzer, C. (1988). Instructional frameworks and instructional choices: Comparison between preservice and inservice teachers. Journal of Reading Behavior, 20, 357-77. Publishing Company.
  • Lenski, S. D., Wham, M. A. ve Griffey, D. C. (1998). Literacy orientation survey: A survey toclarify teachers’ beliefs and practices. Reading Research and Instruction, 37(3), 217-236.
  • Lipson, M. Y., Mosenthal, J., Daniels, P. ve Woodside-Jiron, H. (2000). Process writing in the classrooms of eleven fifth-grade teachers with different orientations to teaching and learning. The Elementary School Journal, 101(2), 209-231.
  • Lortie, D.C. (1975). Schoolteacher: A sociological study. Chicago, IL: The University of Chicago Press.
  • Mangano, N. ve Alllen, J. (1986). Teachers’ beliefs language arts and their effect on student beliefs and instruction. In J. A. Niles & R. V. Lalik (Eds.), Solving problems in literacy: Learners, teachers, and researchers. Thirty-fifth yearbook of the National Reading Conference (pp. 135-142). Rochester NY: National Reading Conference.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Powell, R. R. (1992). The influence of prior experiences on pedagogical constructs of traditional and nontraditional preservice teachers. Teaching and Teacher Education, 8 (3), 225-238.
  • Pressley, M., Rankin, J. ve Yokoi, L. (1996). A survey of instructional practices of primary teachers nominated as effective in promoting literacy. The Elementary School Journal, 4, 363-384.
  • Ray, K. J., Lee, S. C. ve Stansell, J. C. (1986). New methods, old theories, and teacher education: Some observation of writing in a third-grade classroom. In J. A. Niles & R. V. Lalik (Eds.), Solving problems in literacy: Learners, teachers, and researchers. Thirty-fifth Yearbook of the National Reading Conference (pp. 152-159). Rochester NY: National Reading Conference.
  • Seban, D. (2008). A look within individual cases into elementary teachers’ beliefs and practices of writing instruction. Elementary Education Online, 7(2), 512-521.
  • Tabachnick, B. R. ve Zeichner, K. M. (1984). The impact of the student teaching experience on the development of teacher perspectives. Journal of Teacher Education, 35(6), 28-36.
  • Theriot, S. ve Tice, K. C. (2009). Teachers’ knowledge development and change: Untangling beliefs and practices. Literacy Research and Instruction, 48, 65-75.
  • Türker, N. ve Yılmaz Tüzün, Ö. (2007, Kasım). Öğretmen adaylarının yapılandırmacı ve geleneksel öğretim yaklaşımları ile ilgili inançları. I. Ulusal İlköğretim Kongresi’nde sunulmuş sözlü bildiri. Hacettepe Üniveristesi, Ankara.
  • Wilcox-Herzog, A. (2002). Is there a link between teachers' beliefs and behaviors? Early Education and Development, 13(1), 81-106.
  • Wing, L. A. (1989). The influence of preschool teachers’ beliefs on young children’s conceptions of reading and writing. Early Childhood Research Quarterly, 4, 61-74.
  • Woolley, S. L., Benjamin, W. J. ve Woolley, A. W. (2004). Construct validity of a self-report measure of teacher beliefs related to constructivist and traditional approaches to teaching and learning. Educational and Psychological Measurement, 64(2), 319-331.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makaleleri
Yazarlar

Demet Seban

Hasan Çakır

Yayımlanma Tarihi 21 Temmuz 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 12 Sayı: 30

Kaynak Göster

APA Seban, D., & Çakır, H. (2015). İNANÇLARIN VE DEMOGRAFİK DEĞİŞKENLERİN SINIF ÖĞRETMENLERİNİN YAZILI ANLATIM ÖĞRETİMİ UYGULAMALARINA ETKİSİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(30), 213-230.
AMA Seban D, Çakır H. İNANÇLARIN VE DEMOGRAFİK DEĞİŞKENLERİN SINIF ÖĞRETMENLERİNİN YAZILI ANLATIM ÖĞRETİMİ UYGULAMALARINA ETKİSİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. Temmuz 2015;12(30):213-230.
Chicago Seban, Demet, ve Hasan Çakır. “İNANÇLARIN VE DEMOGRAFİK DEĞİŞKENLERİN SINIF ÖĞRETMENLERİNİN YAZILI ANLATIM ÖĞRETİMİ UYGULAMALARINA ETKİSİ”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12, sy. 30 (Temmuz 2015): 213-30.
EndNote Seban D, Çakır H (01 Temmuz 2015) İNANÇLARIN VE DEMOGRAFİK DEĞİŞKENLERİN SINIF ÖĞRETMENLERİNİN YAZILI ANLATIM ÖĞRETİMİ UYGULAMALARINA ETKİSİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12 30 213–230.
IEEE D. Seban ve H. Çakır, “İNANÇLARIN VE DEMOGRAFİK DEĞİŞKENLERİN SINIF ÖĞRETMENLERİNİN YAZILI ANLATIM ÖĞRETİMİ UYGULAMALARINA ETKİSİ”, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 12, sy. 30, ss. 213–230, 2015.
ISNAD Seban, Demet - Çakır, Hasan. “İNANÇLARIN VE DEMOGRAFİK DEĞİŞKENLERİN SINIF ÖĞRETMENLERİNİN YAZILI ANLATIM ÖĞRETİMİ UYGULAMALARINA ETKİSİ”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12/30 (Temmuz 2015), 213-230.
JAMA Seban D, Çakır H. İNANÇLARIN VE DEMOGRAFİK DEĞİŞKENLERİN SINIF ÖĞRETMENLERİNİN YAZILI ANLATIM ÖĞRETİMİ UYGULAMALARINA ETKİSİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2015;12:213–230.
MLA Seban, Demet ve Hasan Çakır. “İNANÇLARIN VE DEMOGRAFİK DEĞİŞKENLERİN SINIF ÖĞRETMENLERİNİN YAZILI ANLATIM ÖĞRETİMİ UYGULAMALARINA ETKİSİ”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 12, sy. 30, 2015, ss. 213-30.
Vancouver Seban D, Çakır H. İNANÇLARIN VE DEMOGRAFİK DEĞİŞKENLERİN SINIF ÖĞRETMENLERİNİN YAZILI ANLATIM ÖĞRETİMİ UYGULAMALARINA ETKİSİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2015;12(30):213-30.

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