A PROFESSIONAL DEVELOPMENT PROGRAM PROTOTYPE TOWARDS MATHEMATICS TEACHERS

Yıl 2014, Cilt: 9 Sayı: 3, 323 - 340, 01.04.2014

Berna TATAROĞLU Taşdan Adem Çelik

Öz

The purpose of this study was to introduce a professional development program prototype that developed towards mathematics teachers and to examine the views of the participant teachers about this program prototype. The research was a part of comprehensive action reseach. Participants of the research were eight mathematics teachers. Data were collected via open ended questions and analyzed using descriptive analysis. The results of the study showed that the expectations of the teachers from the professional development program were improving their knowledge, improving their skills and sharing their experiences. Besides it was found that teachers were thinking that this professional development program prototype contributed them. Another result reached in the study was the views expressed by teachers regarding the increase in their awareness and arrangement of their instructions by making self criticism due to the professional development program prototype. Suggestions were presented in accordance with the results.

Anahtar Kelimeler

Professional Development, Professional Development Program, Prototype, Mathematics Teacher, Instruction,

MATEMATİK ÖĞRETMENLERİNE YÖNELİK BİR MESLEKİ GELİŞİM PROGRAMI PROTOTİPİ

Öz

Bu araştırmada matematik öğretmenlerine yönelik olarak geliştirilen bir mesleki gelişim programı prototipini tanıtmak ve uygulamaya katılan öğretmenlerin bu program prototipi hakkındaki görüşlerini incelemek amaçlanmıştır. Araştırma kapsamlı olarak yürütülen eylem araştırması çalışmasının bir parçasıdır. Araştırmanın katılımcıları sekiz matematik öğretmenidir. Veriler açık uçlu sorular aracılığıyla toplanmıştır ve betimsel analiz kullanılarak analiz edilmiştir. Araştırmanın sonuçları öğretmenlerin mesleki gelişim programdan beklentilerinin; bilgilerini geliştirmek, becerilerini geliştirmek ve deneyimlerini paylaşmak olduğunu ortaya çıkarmıştır. Ayrıca öğretmenlerin mesleki gelişim programı prototipinin kendilerine katkı sağladığı görüşünde oldukları belirlenmiştir. Çalışmada ulaşılan bir diğer sonuç ise öğretmenlerin katıldıkları mesleki gelişim programı prototipi sayesinde farkındalıklarının arttığına ve öz eleştiri yaparak kendi öğretimlerini düzenleyeceklerine ilişkin görüş belirtmeleri olmuştur. Çalışmada ulaşılan sonuçlar doğrultusunda bazı öneriler sunulmuştur.

Anahtar Kelimeler

Mesleki Gelişim, Mesleki Gelişim Programı, Prototip, Matematik Öğretmeni, Öğretim,

Kaynakça

•  Bausmith, J.M. and Barry, C., (2011). Revisiting professional learning communities to increase college readiness: The importance of pedagogical content knowledge. Educational Researcher, 40, pp:175–178.
•  Bayazit, İ., (2008). Fonksiyonlar konusunun öğreniminde karşılaşılan zorluklar ve çözüm önerileri. (M.F. Özmantar, E. Bingölbali ve H. Akkoç (Ed.), Matematiksel Kavram Yanılgıları ve Çözüm Önerileri içinde(ss: 91-120). Ankara: Pegem Yayınları.
•  Borko, H., (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33 (8), ss:3–15.
•  Bukova Güzel, E., (2008). Yapılandırmacı öğrenme yaklaşımının matematik öğretmen adaylarının matematiksel düşünme süreçlerine olan etkisi. E-Journal of New World Sciences Academy, Volume:3, Number: 4, C0085, ss:678-688.
•  Bütün, M., (2005). İlköğretim matematik öğretmenlerinin alan eğitimi bilgilerinin nitelikleri üzerine bir çalışma. Yayımlanmamış Yüksek Lisans Tezi, Karadeniz Teknik Üniversitesi Fen Bilimleri Enstitüsü.
•  Carpenter, T.P., Fennema, E., Peterson, P.L., Chiang, C.P., and Loef, M., (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimantal study. American Educational Research Journal, 26(4), pp:499-531.
•  Carpenter, T.P., Fennema, E., Franke, M.L., Levi, L., and Empson, S.B., (2000). Cognitively Guided Instruction: A research-based teacher professional development program for elemantary school mathematics. Research Report. National Center for Improving
• Student Learning and Achievement in Mathematics and Science. Report No: 003.  Darling-Hammond, L., Chung Wei, R., Andree, A., Richardson, N., and Orphanos, S., (2009). Professional learning in learning profession: A status report on teacher development in the United States and Abroad. Stateford University/ National Staff Development Council.
•  Desimone, L.M., (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), pp:181-199 doi: 3102/0013189X08331140.
•  Desimone, L.M., Porter, A.C. Garet, M.S., Yoon, K.S., and Birman, B.F., (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), pp:81-112.
•  Even, R. and Tirosh, D., (2008). Teacher knowledge and understanding of students’ mathematical learning and thinking. In L.D. English (Eds.), Handbook of International Research in Mathematics Education (2nd Edition, pp:202-222). New York: Routledge.
•  Fennema, E., Carpenter, T.P., Franke, M.L., Levi, L., Jacobs, V. R., and Empson, S.B., (1996). A longitudinal study of learning to use children's thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, pp:403-434.
•  Fishman, B.J., Marx, R.W., Best, S., and Tal, R.T., (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education 19 (2003), pp:643–658.
•  Fraivilig, J.L., Murphy, L.A., and Fuson, K.C., (1999). Advancing children’s mathematical thinking in everyday mathematics classrooms. Journal for Research in Mathematics Education. 30(2), pp:148-170.
•  Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., and Yoon, K.S., (2001). What makes professional development effective: Results from a national sample of teachers. American Educational Research Journal, 38(4), pp:915–945.
•  Gearhart, M. and Saxe, G.B., (2004). When teachers know what students know: Integrating assessment in elementary mathematics teaching. Theory into Practice, 43, pp:304-313.
•  Guskey, T.R., (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3/4), pp:381–391.  Hiebert, J., Gallimore, R., and Stigler, J., (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), pp:3–15.
•  Higgins, J. and Parkons, R., (2009). A successful professional development model in mathematics: A system-wide new zealand case. Journal of Teacher Education, 60(3), pp:231-24.
•  Hughes, E.K., (2006). Lesson planning as a vehicle for developing pre-service secondary teachers’ capacity to focus on students’ mathematical thinking. Doctor of Philosophy Dissertation, University of Pittsburgh.
•  Ilğan, A., (2013). Öğretmenler İçin Etkili Mesleki Gelişim Faaliyetleri, Uşak Üniversitesi Sosyal Bilimler Dergisi, 2013 Özel Sayı, ss:41-56.
•  National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.
•  Lee, H.J., (2001). Enriching the professional development of mathematics teachers. ERIC Digest. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education (ERIC Document Reproduction Service No. ED465495).
•  Loucks Horsley, S., Stiles, K., and Hewson, P., (1996). Principles of effective professional development for mathematics and science education: A synthesis of standarts. NISE Brief 1(1), Madison, WI: University of Wisconsin.
•  Menezes, L., (2011). Collaborative research as a strategy of professional development of teachers. In Ubuz, B.(Ed), Proceedings of the 35 th Int. Conference on the Psychology of Mathematics Education, (Vol. 3, pp: 225-232), Ankara, TURKEY: PME.
•  Park Rogers, M., Abell, S., Lannin, J., Wang, C., Musikul, K., Barker, D., and Dingman, S., (2007). Effective professional development in science and mathematics education: Teachers’ and facilitators’ views. International Journal of Science and Mathematics Education, 5, pp:507-532.
•  Schifter, D., Russell, S.J., and Bastable, V., (1999). Teaching to the Big Ideas. In The Diagnostic Teacher: Constructing New Approaches to Professional Development, edited by Mildred Z. Solomon. New York, New York: Teachers College Press. pp:22-47.  Sherin, M.G., (2004). New perspectives on the role of video in teacher education. In J. Brophy (Ed.), Using video in teacher education (pp: 1–28). Oxford: Elsevier Ltd.
•  Sowder, J.T., (2007). The mathematical education and development of teachers. In F.K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp: 157-223). Charlotte, NC: Information Age Publishing.
•  Tataroğlu Taşdan, B., Erduran, A. ve Çelik, A., (2014). Öğrencilerin Fonksiyon Kavramına İlişkin Kavram Yanılgılarına Yönelik Öğretmen Yaklaşımları. International Conference on Education in Mathematics, Science and Technology (ICEMST 2014), 16- 18 Mayıs 2014, Konya.
•  Van Driel, J. and Berry, A., (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), pp:26-28.
•  Witterholt, M., Goedhart, M., Suhre, C., and Steun, A., (2012). The interconnected model of professional growth as a means to assess the development of a mathematics teacher. Teaching and Teacher Education 28 (2012), pp:661-674.
•  Wongsopawiro, D.S., (2012). Examining science teachers’ pedagogical content knowledge in the context of a professional development program. Dissertation, Leiden: ICLON, Leiden University Graduate School of Teaching.
•  Yıldırım, A. ve Şimşek, H., (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (6.Baskı). Ankara: Seçkin Yayıncılık.
•  Zwiep, S.G. and Benken, B.M., (2013). Exploring teachers’ knowledge and perceptions across mathematics and science through content-rich learning experiences in a professional development setting. International Journal of Science and Mathematics Education, 11, pp:299-324.