Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 9 Sayı: 5, 390 - 413, 01.09.2022
https://doi.org/10.17275/per.22.120.9.5

Öz

Destekleyen Kurum

TUBIRAK

Proje Numarası

214K043

Teşekkür

TÜBİTAK'a maddi desteğinden dolayı teşekkür ederiz.

Kaynakça

  • Author (2018). [details removed for peer review].
  • Author (2019). [details removed for peer review].
  • Akdemir, E. (2012). Aday öğretmenlere yönelik hizmet içi eğitim programının değerlendirilmesi [Evaluation of the in-service training program for pre-service teachers]. Educational Technology Theory and Practice,2 (2), 25-41.
  • Alacapınar, F. G. (2009). Yapılandırmacı yaklaşım ve vitamin yazılımına göre programın değerlendirilmesi [Evaluation of the program according to the constructivist approach and vitamin software]. Journal of Ahmet Kelesoglu Education Faculty, 28, 189-205.
  • Aksu, N. (2014). 2007 Kimya dersi öğretim programının uygulamalarından yansımalar: 10. Sınıf “gazlar” konusu örneği [Reflections from the implementation of 2007 chemistry curriculum: A case for "Gases" subject in 10th grade curriculum] (Unpublished master's thesis). Karadeniz Technical University, Trabzon.
  • Ayas, A., Çepni, S., Akdeniz, A. R., Yiğit, N., Özmen, H. & Ayvacı, H.Ş. (2007). Kuramdan uygulamaya fen ve teknoloji öğretimi. Ankara: Pegem A Yayıncılık.
  • Aydin, S. & Boz, Y. (2013). The nature of integration among PCK components: A case study of two experienced chemistry teachers. Chemistry Education Research and Practice, 14(4), 615-624.
  • Ayvacı, H. Ş. & Bakırcı, H. (2012). Fen ve teknoloji öğretmenlerinin fen öğretim süreçleriyle ilgili görüşlerinin 5E modeli açısından incelenmesi [Analysis of science and technology teachers’ views about science education process in terms of 5E model]. Journal of Turkish Science Education, 9(2), 132-151.
  • Ayvacı, H.Ş., Bakırcı, H., & Başak, M.H. (2014). Fatih projesinin uygulama sürecinde ortaya çıkan sorunların idareciler, öğretmenler ve öğrenciler tarafından değerlendirilmesi [The evaluation of problems emerging during the implementation process of Fatih project by administrators, teachers and students]. Journal of Van Yüzüncü Yıl University Faculty of Education, 11(1), 20-46.
  • Bakioglu, A. & Hacifazlioglu, O. (2000). Eğitim denetmenleri ve mentorluk [Educational supervisors and mentoring]. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 12(1), 39-49.
  • Baloğlu, N. (2007). İlk ve ortaöğretim okulu yönetici yardımcılarının alması gereken hizmet içi eğitim konuları hakkında okul yöneticilerinin görüşleri [The elementary and secondary school principles’ assistantin-service training needs according to school principles]. Ahi Evran University Journal of Kırşehir Education Faculty, 8 (1), 167-178.
  • Baykan, P. & Oktay, M. (2016). İhtiyaca dayalı hizmet-içi eğitim etkinliği uygulaması [Implementation of need based in-service training]. Atatürk University Journal of Graduate School of Social Sciences, 20(1),169-183.
  • Berry, D., Cadwell, C., & Fehrmann, J.(1995). Coaching for results: A skills-based workshop. New York: Amherst, MA: HRD Press.
  • Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463-482.
  • Bingimlas, K. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245.
  • Bjørn, P. & Ngwenyama, O. (2009). Virtual team collaboration: Building shared meaning, resolving breakdowns and creating translucence. Information Systems Journal, 19(3), 227-253.
  • Black, P. & Wiliam, D. (1998). Inside the black box: raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-44.
  • Budak, Y. & Demirel, Ö. (2003). In-service training needs for teachers. Educational Administration in Theory and Practice,33 (1), 62-81. Chan, K. K. H. & Hume, A. (2019). Towards a consensus model: Literature review of how science teachers' pedagogical content knowledge is investigated. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning PCK in teachers' professional knowledge (pp. 3-76). Singapore: Springer.
  • Crisp, G. & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525-622.
  • DeLuca, C., Luu, K., Sun, Y., & Klinger, D. A. (2012). Assessment for learning in the classroom: Barriers to implementation and possibilities for teacher professional learning. Assessment Matters, 4, 5-29.
  • Çimer, S. O., Çakır, İ., & Çimer, A. (2010). Teachers’ views on the effectiveness of in-service courses on the new curriculum in Turkey. European Journal of Teacher Education, 33 (1), 31-41.
  • Çoruhlu, T. Ş., Nas, S. E., & Çepni, S. (2008). Fen ve teknoloji öğretmenleri için alternatif ölçme ve değerlendirme tekniklerine yönelik bir hizmet içi eğitim programından yansımalar : Trabzon örneği [Reflection of an in-service education course programme for science and technology teachers about alternative measurement and assessment techniques : Trabzon sample]. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2(2), 1- 22.
  • Demir, S. & Demir, A. (2012). Türkiye'de yeni lise öğretim programları : sorunlar, beklentiler ve öneriler [New high school instructional programs in Turkey : problems, expectations and suggestions]. Elementary Education Online, 11(1), 35 - 50.
  • Doğan Kılıç, E. & Serin, H. (2017). Süreç olarak mentorlük [Mentoring as a process]. Çağdaş Yönetim Bilimleri Dergisi, 4, 2, 1-8. Ercan, O. (2011). Kimya dersi yeni öğretim programının uygulanmasına ilişkin öğretmen görüşleri [Application of the new curriculum of chemistry course teachers' views regarding]. Journal of Turkish Science Education, 8(4), 193-209.
  • Gess-Newsome, J. (2015). A model of teacher Professional knowledge and skill including PCK: results of the thinking from the PCK Summit, in Berry A., Friedrichsen P. and Loughran J. (ed.), Re-examining Pedagogical Content Knowledge in Science Education, pp. 28–42, New York, NY: Routledge.
  • Gray, W. A. (1989). Situational mentoring: custom designed planned mentoring program. Mentoring International, 3,1, 19-28.
  • Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don't. Teaching and Teacher Education, 25(1), 207-216.
  • Hew, K. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
  • Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.
  • Kurt, S. & Yıldırım, N. (2010). Ortaöğretim 9. Sınıf kimya dersi öğretim programının uygulanması ile ilgili öğretmenlerin görüşleri ve önerileri [Teachers' suggestions and views on applying 9th grade secondary school chemistry curriculum]. Ondokuz Mayis University Journal of Education Faculty, 29(1), 91-104.
  • Küçüköner, Y. (2011). 2005 fen ve teknoloji dersi öğretim programının uygulanmasında karşılaşılan sorunlar ve öğretmen gözüyle çözüm önerileri [Problems in the application of science and technology course curriculum’s in 2005 and solution suggestions with teacher’s opinion]. Erzincan University Journal of Education Faculty, 13 (2), 11-38.
  • Lawrie, G. A., Schultz, M., Bailey, C. H., & Dargaville, B. L. (2019). Personal journeys of teachers: an investigation of the development of teacher professional knowledge and skill by expert tertiary chemistry teachers. Chemistry Education Research and Practice, 20(1), 132-145.
  • Lim, C. P. & Khine, M. (2006). Managing teachers’ barriers to ICT integration in Singapore schools. Journal of Technology and Teacher Education, 14(1), 97-125.
  • Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching, in Gess-Newsome J. and Lederman N. G. (ed.), Examining pedagogical content knowledge: the construct and its implications for science education, Boston: Kluwer, pp. 95–132.
  • Makar, K. & Fielding-Wells, J. (2018). Shifting more than the goal posts: developing classroom norms of inquiry-based learning in mathematics. Mathematics Education Research Journal, 30(1), 53-63.
  • McNeal, B. & Simon, M. A. (2000). Mathematics culture clash: Negotiating new classroom norms with prospective teachers. The Journal of Mathematical Behavior, 18(4), 475-509.
  • Mercieca, B. (2017). What is a community of practice?. In Communities of practice (pp. 3-25). Springer, Singapore. Metin, M. & Özmen, H. (2010). Fen ve teknoloji öğretmenlerinin performans değerlendirmeye yönelik hizmet içi eğitim HİE ihtiyaçlarının belirlenmesi [Determination of science and technology teachers’ in-service education (inset) needs on performance assessment]. Kastamonu Education Journal, 18 (3), 819-838.
  • Miser, R., Yayla, D., & Sayın, M. (2006). Milli eğitim bakanlığı hizmetiçi eğitim faaliyetlerinin değerlendirilmesi [Assessment of ministry of education in-service education activities]. Ankara, EARGED, Ministry of National Education.
  • Ocak, G., Ocak, İ., Yılmaz, M., & Mergen, H. H. (2012). Attitudes of primary school teachers towards teaching methods and techniques. Elementary Education Online, 11(2), 504-519.
  • Özden, M. (2007). Kimya öğretmenlerinin kimya öğretiminde karşılaştıkları sorunların nitel ve nicel yönden değerlendirilmesi: Adıyaman ve Malatya illeri örneği [Qualitative and quantitative evaluation of chemistry teachers’ problems encountered during chemistry teaching: samples of Adıyaman and Malatya]. Pamukkale University Journal of Education, 22(22), 40-53.
  • Park S. & Oliver J. S. (2008). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261–284.
  • Rennie, L. J. (2001). Teacher collaboration in curriculum change: The implementation of technology education in the primary school. Research in Science Education, 31(1), 49-69.
  • Rhodes, C., Stokes, M., & Hampton, G. (2004). A practical guide to mentoring, coaching and peer-networking. Teacher professional development ın schools and colleges. Canada: Routledge Falmer.
  • Seferoğlu, S. S. (2004). Öğretmen yeterlilikleri ve mesleki gelişim [Teacher competencies and professional development]. Bilim ve Aklın Aydınlığında Eğitim, 58, 40-45.
  • Sezgin, F., Koşar, S., & Er, E. (2014). Okul yöneticisi ve öğretmen yetiştirmede mentörlük sürecinin incelenmesi [Examining mentoring in the training of school administrators and teachers]. Kastamonu Education Journal, 22(3), 1337-1356.
  • Stiles, J. (2017). Skill development takes time for students (and teachers!). K-12 STEM Education, 3(4), 283-287.
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  • Şahinoğlu, A. (2020). Fizik öğretmenlerinin yenilenen öğretim programına uyumunu geliştirmeye yönelik mentörlük uygulamalarının tasarlanması, uygulanması ve değerlendirilmesi [Designing, applying and evaluating the mentoring practices for improving the adaptation of physics teachers to the renewed curriculum]. (Unpublished doctoral dissertation), Karadeniz Technical University, Trabzon.
  • Taşçı, Ş. (2011). Fizik öğretim programının uygulanmasının değerlendirilmesi [Evaluation applications of physics curriculum]. (Unpublished master's thesis). Karadeniz Technical University, Trabzon.
  • Uzuntiryaki-Kondakci, E., Demirdöğen, B., Akın, F. N., Tarkin, A., & Aydın-Günbatar, S. (2017). Exploring the complexity of teaching: the interaction between teacher self-regulation and pedagogical content knowledge. Chemistry Education Research and Practice, 18(1), 250-270.
  • Tohumat, A. (2019). Cooperating teachers’ awareness of their roles and their opinions about the effectiveness of inset on their supervisory skills. (Unpublished master's thesis). Bursa Uludağ University, Bursa.
  • Tomlinson, P. D., Hobson, A. J., & Malderez, A. (2010). Mentoring in teacher education. B. McGaw, P. L. Peterson, and E. Baker (Eds.), International encyclopedia of education (3rd ed.) (pp.749-756). Oxford: Elsevier
  • Tunca, N., Alkın Şahin, S., & Aydın, Ö. (2015). Öğretmen adaylarının yaşam boyu öğrenme eğilimleri [Life-long learning tendencies of pre-service teachers]. Mersin University Journal of the Faculty of Education, 11, 2. Retrieved from https://dergipark.org.tr/tr/pub/mersinefd/issue/17397/181922.
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  • Yadigaroğlu, M. (2014). Kimya öğretmenlerinin teknolojik pedagojik alan bilgisi modeli hakkında bilgi ve becerilerini geliştirmeye yönelik hizmet içi eğitim programı geliştirilmesi ve etkililiğinin araştırılması [Developing an in-service training programme for improving chemistry teachers' knowledge and skills about technological pedagogical content knowledge model and investigating its effectiveness]. (Unpublished doctoral dissertation), Karadeniz Technical University, Trabzon.
  • Yadigaroğlu, M. & Demircioğlu, G. (2012). Kimya dersi öğretim programının uygulanmasına yönelik öğretmen görüşleri [The teachers’ views concerning the implementation of chemistry teaching program]. Journal of Research in Education and Teaching, (4), 325-333.
  • Yangın, S. & Dindar, H. (2007). İlköğretim fen ve teknoloji programındaki değişimin öğretmenlere yansımaları [The perceptions of teachers about the change on elementary school science and technology curriculum]. Hacettepe University Journal of Education, 33(33), 240-252. Yarrow, A. & Millwater, J. (1997). Evaluating the effectiveness of a professional development course in supervision and mentoring. Journal of In-Service Education, 23(3), 349-361.
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The Effects of Group Mentoring on Teachers’ Classroom Activities: An Instrumental Case Study

Yıl 2022, Cilt: 9 Sayı: 5, 390 - 413, 01.09.2022
https://doi.org/10.17275/per.22.120.9.5

Öz

As the technologies in the field of education are becoming more and more sophisticated, continuous professional development for teachers is gaining increasing importance. Therefore, teachers need to improve themselves to grow more competent professionally, to adapt to innovations in their field and to be aware of their competencies throughout their professional careers. A support for professional development can be given to teachers through in-service training programs or mentoring practices. This study aims to improve chemistry teachers' adaptation to the renewed curriculum with a group mentoring program and to determine the effects of this program on professional development of teachers by individually and as a group. The study group consists of four (three males, one female) chemistry teachers working in the central districts of the province of Trabzon in Turkey. A Course Evaluation Form developed by the researchers was used to examine the effect of the teachers’ mentoring support experiences on their classroom practices. Each teacher was observed before, during and after the mentoring. Every one of the classroom teaching practices was video-recorded. The video recordings were analyzed according to the themes and codes in the course evaluation form. The findings show that there is a change in teachers' in-class practices before, during and after the mentoring, and while this change shows continuous improvement in some cases, it is variable or stationary in some others.

Proje Numarası

214K043

Kaynakça

  • Author (2018). [details removed for peer review].
  • Author (2019). [details removed for peer review].
  • Akdemir, E. (2012). Aday öğretmenlere yönelik hizmet içi eğitim programının değerlendirilmesi [Evaluation of the in-service training program for pre-service teachers]. Educational Technology Theory and Practice,2 (2), 25-41.
  • Alacapınar, F. G. (2009). Yapılandırmacı yaklaşım ve vitamin yazılımına göre programın değerlendirilmesi [Evaluation of the program according to the constructivist approach and vitamin software]. Journal of Ahmet Kelesoglu Education Faculty, 28, 189-205.
  • Aksu, N. (2014). 2007 Kimya dersi öğretim programının uygulamalarından yansımalar: 10. Sınıf “gazlar” konusu örneği [Reflections from the implementation of 2007 chemistry curriculum: A case for "Gases" subject in 10th grade curriculum] (Unpublished master's thesis). Karadeniz Technical University, Trabzon.
  • Ayas, A., Çepni, S., Akdeniz, A. R., Yiğit, N., Özmen, H. & Ayvacı, H.Ş. (2007). Kuramdan uygulamaya fen ve teknoloji öğretimi. Ankara: Pegem A Yayıncılık.
  • Aydin, S. & Boz, Y. (2013). The nature of integration among PCK components: A case study of two experienced chemistry teachers. Chemistry Education Research and Practice, 14(4), 615-624.
  • Ayvacı, H. Ş. & Bakırcı, H. (2012). Fen ve teknoloji öğretmenlerinin fen öğretim süreçleriyle ilgili görüşlerinin 5E modeli açısından incelenmesi [Analysis of science and technology teachers’ views about science education process in terms of 5E model]. Journal of Turkish Science Education, 9(2), 132-151.
  • Ayvacı, H.Ş., Bakırcı, H., & Başak, M.H. (2014). Fatih projesinin uygulama sürecinde ortaya çıkan sorunların idareciler, öğretmenler ve öğrenciler tarafından değerlendirilmesi [The evaluation of problems emerging during the implementation process of Fatih project by administrators, teachers and students]. Journal of Van Yüzüncü Yıl University Faculty of Education, 11(1), 20-46.
  • Bakioglu, A. & Hacifazlioglu, O. (2000). Eğitim denetmenleri ve mentorluk [Educational supervisors and mentoring]. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 12(1), 39-49.
  • Baloğlu, N. (2007). İlk ve ortaöğretim okulu yönetici yardımcılarının alması gereken hizmet içi eğitim konuları hakkında okul yöneticilerinin görüşleri [The elementary and secondary school principles’ assistantin-service training needs according to school principles]. Ahi Evran University Journal of Kırşehir Education Faculty, 8 (1), 167-178.
  • Baykan, P. & Oktay, M. (2016). İhtiyaca dayalı hizmet-içi eğitim etkinliği uygulaması [Implementation of need based in-service training]. Atatürk University Journal of Graduate School of Social Sciences, 20(1),169-183.
  • Berry, D., Cadwell, C., & Fehrmann, J.(1995). Coaching for results: A skills-based workshop. New York: Amherst, MA: HRD Press.
  • Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463-482.
  • Bingimlas, K. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245.
  • Bjørn, P. & Ngwenyama, O. (2009). Virtual team collaboration: Building shared meaning, resolving breakdowns and creating translucence. Information Systems Journal, 19(3), 227-253.
  • Black, P. & Wiliam, D. (1998). Inside the black box: raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-44.
  • Budak, Y. & Demirel, Ö. (2003). In-service training needs for teachers. Educational Administration in Theory and Practice,33 (1), 62-81. Chan, K. K. H. & Hume, A. (2019). Towards a consensus model: Literature review of how science teachers' pedagogical content knowledge is investigated. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning PCK in teachers' professional knowledge (pp. 3-76). Singapore: Springer.
  • Crisp, G. & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525-622.
  • DeLuca, C., Luu, K., Sun, Y., & Klinger, D. A. (2012). Assessment for learning in the classroom: Barriers to implementation and possibilities for teacher professional learning. Assessment Matters, 4, 5-29.
  • Çimer, S. O., Çakır, İ., & Çimer, A. (2010). Teachers’ views on the effectiveness of in-service courses on the new curriculum in Turkey. European Journal of Teacher Education, 33 (1), 31-41.
  • Çoruhlu, T. Ş., Nas, S. E., & Çepni, S. (2008). Fen ve teknoloji öğretmenleri için alternatif ölçme ve değerlendirme tekniklerine yönelik bir hizmet içi eğitim programından yansımalar : Trabzon örneği [Reflection of an in-service education course programme for science and technology teachers about alternative measurement and assessment techniques : Trabzon sample]. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2(2), 1- 22.
  • Demir, S. & Demir, A. (2012). Türkiye'de yeni lise öğretim programları : sorunlar, beklentiler ve öneriler [New high school instructional programs in Turkey : problems, expectations and suggestions]. Elementary Education Online, 11(1), 35 - 50.
  • Doğan Kılıç, E. & Serin, H. (2017). Süreç olarak mentorlük [Mentoring as a process]. Çağdaş Yönetim Bilimleri Dergisi, 4, 2, 1-8. Ercan, O. (2011). Kimya dersi yeni öğretim programının uygulanmasına ilişkin öğretmen görüşleri [Application of the new curriculum of chemistry course teachers' views regarding]. Journal of Turkish Science Education, 8(4), 193-209.
  • Gess-Newsome, J. (2015). A model of teacher Professional knowledge and skill including PCK: results of the thinking from the PCK Summit, in Berry A., Friedrichsen P. and Loughran J. (ed.), Re-examining Pedagogical Content Knowledge in Science Education, pp. 28–42, New York, NY: Routledge.
  • Gray, W. A. (1989). Situational mentoring: custom designed planned mentoring program. Mentoring International, 3,1, 19-28.
  • Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don't. Teaching and Teacher Education, 25(1), 207-216.
  • Hew, K. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
  • Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.
  • Kurt, S. & Yıldırım, N. (2010). Ortaöğretim 9. Sınıf kimya dersi öğretim programının uygulanması ile ilgili öğretmenlerin görüşleri ve önerileri [Teachers' suggestions and views on applying 9th grade secondary school chemistry curriculum]. Ondokuz Mayis University Journal of Education Faculty, 29(1), 91-104.
  • Küçüköner, Y. (2011). 2005 fen ve teknoloji dersi öğretim programının uygulanmasında karşılaşılan sorunlar ve öğretmen gözüyle çözüm önerileri [Problems in the application of science and technology course curriculum’s in 2005 and solution suggestions with teacher’s opinion]. Erzincan University Journal of Education Faculty, 13 (2), 11-38.
  • Lawrie, G. A., Schultz, M., Bailey, C. H., & Dargaville, B. L. (2019). Personal journeys of teachers: an investigation of the development of teacher professional knowledge and skill by expert tertiary chemistry teachers. Chemistry Education Research and Practice, 20(1), 132-145.
  • Lim, C. P. & Khine, M. (2006). Managing teachers’ barriers to ICT integration in Singapore schools. Journal of Technology and Teacher Education, 14(1), 97-125.
  • Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching, in Gess-Newsome J. and Lederman N. G. (ed.), Examining pedagogical content knowledge: the construct and its implications for science education, Boston: Kluwer, pp. 95–132.
  • Makar, K. & Fielding-Wells, J. (2018). Shifting more than the goal posts: developing classroom norms of inquiry-based learning in mathematics. Mathematics Education Research Journal, 30(1), 53-63.
  • McNeal, B. & Simon, M. A. (2000). Mathematics culture clash: Negotiating new classroom norms with prospective teachers. The Journal of Mathematical Behavior, 18(4), 475-509.
  • Mercieca, B. (2017). What is a community of practice?. In Communities of practice (pp. 3-25). Springer, Singapore. Metin, M. & Özmen, H. (2010). Fen ve teknoloji öğretmenlerinin performans değerlendirmeye yönelik hizmet içi eğitim HİE ihtiyaçlarının belirlenmesi [Determination of science and technology teachers’ in-service education (inset) needs on performance assessment]. Kastamonu Education Journal, 18 (3), 819-838.
  • Miser, R., Yayla, D., & Sayın, M. (2006). Milli eğitim bakanlığı hizmetiçi eğitim faaliyetlerinin değerlendirilmesi [Assessment of ministry of education in-service education activities]. Ankara, EARGED, Ministry of National Education.
  • Ocak, G., Ocak, İ., Yılmaz, M., & Mergen, H. H. (2012). Attitudes of primary school teachers towards teaching methods and techniques. Elementary Education Online, 11(2), 504-519.
  • Özden, M. (2007). Kimya öğretmenlerinin kimya öğretiminde karşılaştıkları sorunların nitel ve nicel yönden değerlendirilmesi: Adıyaman ve Malatya illeri örneği [Qualitative and quantitative evaluation of chemistry teachers’ problems encountered during chemistry teaching: samples of Adıyaman and Malatya]. Pamukkale University Journal of Education, 22(22), 40-53.
  • Park S. & Oliver J. S. (2008). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261–284.
  • Rennie, L. J. (2001). Teacher collaboration in curriculum change: The implementation of technology education in the primary school. Research in Science Education, 31(1), 49-69.
  • Rhodes, C., Stokes, M., & Hampton, G. (2004). A practical guide to mentoring, coaching and peer-networking. Teacher professional development ın schools and colleges. Canada: Routledge Falmer.
  • Seferoğlu, S. S. (2004). Öğretmen yeterlilikleri ve mesleki gelişim [Teacher competencies and professional development]. Bilim ve Aklın Aydınlığında Eğitim, 58, 40-45.
  • Sezgin, F., Koşar, S., & Er, E. (2014). Okul yöneticisi ve öğretmen yetiştirmede mentörlük sürecinin incelenmesi [Examining mentoring in the training of school administrators and teachers]. Kastamonu Education Journal, 22(3), 1337-1356.
  • Stiles, J. (2017). Skill development takes time for students (and teachers!). K-12 STEM Education, 3(4), 283-287.
  • Stokes, L. (2001). Lesson from an inquiring school: Froms of inquiry and conditions for teacher learning. In A. Lieberman and L. Miller (Eds.), Teacher caught in the action: Professional development that matters. New York: Teacher College Pres.
  • Szteinberg, G., Balicki, S., Banks, G., Clinchot, M., Cullipher, S., Huie, R., & Talanquer, V. (2014). Collaborative professional development in chemistry education research: bridging the gap between research and practice. Journal of Chemical Education, 91(9), 1401-1408.
  • Şahinoğlu, A. (2020). Fizik öğretmenlerinin yenilenen öğretim programına uyumunu geliştirmeye yönelik mentörlük uygulamalarının tasarlanması, uygulanması ve değerlendirilmesi [Designing, applying and evaluating the mentoring practices for improving the adaptation of physics teachers to the renewed curriculum]. (Unpublished doctoral dissertation), Karadeniz Technical University, Trabzon.
  • Taşçı, Ş. (2011). Fizik öğretim programının uygulanmasının değerlendirilmesi [Evaluation applications of physics curriculum]. (Unpublished master's thesis). Karadeniz Technical University, Trabzon.
  • Uzuntiryaki-Kondakci, E., Demirdöğen, B., Akın, F. N., Tarkin, A., & Aydın-Günbatar, S. (2017). Exploring the complexity of teaching: the interaction between teacher self-regulation and pedagogical content knowledge. Chemistry Education Research and Practice, 18(1), 250-270.
  • Tohumat, A. (2019). Cooperating teachers’ awareness of their roles and their opinions about the effectiveness of inset on their supervisory skills. (Unpublished master's thesis). Bursa Uludağ University, Bursa.
  • Tomlinson, P. D., Hobson, A. J., & Malderez, A. (2010). Mentoring in teacher education. B. McGaw, P. L. Peterson, and E. Baker (Eds.), International encyclopedia of education (3rd ed.) (pp.749-756). Oxford: Elsevier
  • Tunca, N., Alkın Şahin, S., & Aydın, Ö. (2015). Öğretmen adaylarının yaşam boyu öğrenme eğilimleri [Life-long learning tendencies of pre-service teachers]. Mersin University Journal of the Faculty of Education, 11, 2. Retrieved from https://dergipark.org.tr/tr/pub/mersinefd/issue/17397/181922.
  • Turpen, C. & Finkelstein, N. D. (2010). The construction of different classroom norms during Peer Instruction: Students perceive differences. Physical Review Special Topics-Physics Education Research, 6(2), 020123.
  • Uzuntiryaki-Kondakci, E., Demirdöğen, B., Akın, F. N., Tarkin, A., & Aydın-Günbatar, S. (2017). Exploring the complexity of teaching: the interaction between teacher self-regulation and pedagogical content knowledge. Chemistry Education Research and Practice, 18(1), 250-270.
  • Van Driel, J. H. & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26-28.
  • Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press
  • Wenger, E. (2011). Communities of practice: A brief introduction. Retrieved from http://hdl.handle.net/1794/11736 on December 4, 2020.
  • Yadigaroğlu, M. (2014). Kimya öğretmenlerinin teknolojik pedagojik alan bilgisi modeli hakkında bilgi ve becerilerini geliştirmeye yönelik hizmet içi eğitim programı geliştirilmesi ve etkililiğinin araştırılması [Developing an in-service training programme for improving chemistry teachers' knowledge and skills about technological pedagogical content knowledge model and investigating its effectiveness]. (Unpublished doctoral dissertation), Karadeniz Technical University, Trabzon.
  • Yadigaroğlu, M. & Demircioğlu, G. (2012). Kimya dersi öğretim programının uygulanmasına yönelik öğretmen görüşleri [The teachers’ views concerning the implementation of chemistry teaching program]. Journal of Research in Education and Teaching, (4), 325-333.
  • Yangın, S. & Dindar, H. (2007). İlköğretim fen ve teknoloji programındaki değişimin öğretmenlere yansımaları [The perceptions of teachers about the change on elementary school science and technology curriculum]. Hacettepe University Journal of Education, 33(33), 240-252. Yarrow, A. & Millwater, J. (1997). Evaluating the effectiveness of a professional development course in supervision and mentoring. Journal of In-Service Education, 23(3), 349-361.
  • Yaşar, M. D. (2012). 9. sınıf kimya öğretim programındaki yapılandırmacılığa dayalı öğelerin öğretmenler tarafından algılanışı ve uygulamasına yönelik bir inceleme: Erzurum örneği [An investigation of chemistry teachers? perceptions and implementation of constructivist principles in 9th grade chemistry curriculum: The case of Erzurum]. (Unpublished doctoral dissertation), Atatürk University, Erzurum
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Research Articles
Yazarlar

Ayşegül Sağlam Arslan 0000-0001-8340-2205

Faik Karataş 0000-0002-1391-1597

Suat Ünal 0000-0002-0495-8385

Ayşegül Aslan 0000-0003-2363-0091

Proje Numarası 214K043
Yayımlanma Tarihi 1 Eylül 2022
Kabul Tarihi 21 Temmuz 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 5

Kaynak Göster

APA Sağlam Arslan, A., Karataş, F., Ünal, S., Aslan, A. (2022). The Effects of Group Mentoring on Teachers’ Classroom Activities: An Instrumental Case Study. Participatory Educational Research, 9(5), 390-413. https://doi.org/10.17275/per.22.120.9.5