A Model Proposal for Teacher Training: STEM Teacher Institutes Training Model

Yıl 2020, , 70 - 98, 01.09.2020

Bekir Yıldırım

https://doi.org/10.9779/pauefd.586603

Cited By: 12

Öz

The purpose of the research was to present an educational model for professional development in STEM education. The STEM professional development model was called the “STEM Teacher Institutes Education Model (STIEM)”. The study group consisted of 40 teachers from different areas. The research was designed in accordance with the case study design among the qualitative research methods. Document analysis, interview, and lesson plan analysis were carried out to determine the steps in the process of revealing the STIEM model. As a result of document analysis, it was comprehended that the STIEM model consisted of eight stages. As a result of the interviews, the teachers thought that they did not feel sufficient about STEM education, that their undergraduate education was not sufficient, that they had difficulty in preparing lesson plans, and that they were not STEM literate. Moreover, the teachers stated that they had problems during STEM training. As a result of the lesson plan analysis, it was concluded that the teachers had difficulty in integrating especially STEM fields into their lesson plans. The aim of the model to develop a common professional development program for teacher training.

Anahtar Kelimeler

STEM, teacher, teacher training, model

Öğretmen Yetiştirme Üzerine Bir Model Önerisi: STEM Öğretmen Enstitüleri Eğitim Modeli

Öz

Bu çalışmanın amacı, öğretmenlerin STEM eğitimiyle ilgili
mesleki gelişimlerini sağlamaya yönelik bir öğretim modeli önerisinde
bulunmaktır. Çalışma kapsamında, oluşturulan STEM eğitimi öğretmen modeline
“STEM Öğretmen Enstitüleri Eğitim Modeli (SÖEEM)” adı verilmiştir. Araştırmanın
çalışma grubunu farklı branşlarda görev yapmakta olan 40 öğretmen
oluşturmuştur. Araştırma nitel araştırma yöntemlerinden özel durum çalışması
desenine uygun olarak tasarlanmıştır. SÖEEM modelinin ortaya konulma sürecinde
adımlarının belirlenmesi için doküman analizi, görüşme ve ders planı incelemesi
yapılmıştır. Doküman incelemeleri sonucunda, SÖEEM modelinin sekiz aşamadan
oluştuğu bulunmuştur. Görüşmeler sonucunda, öğretmenler STEM eğitimi konusunda
kendilerini yeterli hissetmedikleri, lisans eğitimlerinin yeterli olmadığını,
ders planı hazırlarken zorlandıklarını ve STEM okuryazarı olmadıklarını
düşünmektedir. Dahası, öğretmenler STEM eğitimleri sırasında problemler
yaşadıklarını da ifade etmiştir. Ders planı inceleme sonucunda ise, öğretmenler
hazırladıkları ders planlarında özellik de STEM alanlarını entegre etme
konusunda zorlandıkları tespit edilmiştir. Elde edilen bu sonuçlar ışığında,
STEM Öğretmen Enstitü Eğitim Modeli tasarlanmıştır. Bu model ile öğretmen eğitimleri
için ortak bir mesleki gelişim programının geliştirilmesi hedeflenmiştir.

Anahtar Kelimeler

STEM, öğretmen, öğretmen eğitimi, model

Kaynakça

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