Fen Bilgisi Öğretmen Adaylarının Mikro Öğretim Sürecinde Etkili ve Etkisiz Öğretim Uygulamalarını Belirleme ve Analiz Etme Durumları

Öz

Mikro öğretim, fen bilgisi öğretmen adaylarının mesleki yeterliklerini geliştirmek için öğretmen eğitiminde sıkça kullanılan etkili bir tekniktir. Bu tekniğin başarısı uygulama sırasında öğretmen adayının sürecini gözlemleyen akranlarının doğru tespit ve analizleri sonucunda nitelikli geri bildirim vermelerine bağlıdır. Ancak mikro öğretimle ilgili öğretmen adaylarının görüşleri ve uygulamanın çıktıları üzerine çok sayıda çalışma olmasına rağmen adayların etkili ve etkisiz öğretim uygulamalarını belirleme ve analiz etme becerilerini doğrudan inceleyen araştırmalar sınırlıdır. Bu sebeple bu çalışmanın amacı fen bilgisi öğretmen adaylarının mikro öğretim uygulamaları sırasında etkili ve etkisiz öğretim uygulamalarını belirleme ve bu uygulamaları analiz etme becerilerini incelemektir. Araştırmanın katılımcılarını, Türkiye'de bir devlet üniversitesinde öğrenim gören 25 üçüncü sınıf fen bilgisi öğretmen adayı oluşturmaktadır. Nitel araştırma desenine göre yürütülen çalışmada, katılımcılar akranlarının öğretim sürecini içeren bir ders videosunu izlemiş ve yapılandırılmış bir gözlem formu aracılığıyla videodaki etkili ve etkisiz öğretim uygulamalarını ve bunlara ilişkin gerekçelerini belirtmişlerdir. Elde edilen veriler nitel veri analizi yöntemiyle incelenmiştir. Araştırma bulguları, ders videosundaki etkili öğretim uygulamalarının öğretmen adaylarının yaklaşık yarısı tarafından doğru şekilde tespit edildiğini; buna karşılık, etkisiz uygulamaların çok daha düşük oranlarda belirlendiğini ortaya koymuştur. Ayrıca adaylar etkili ve etkisiz uygulamaları her zaman doğru gerekçelerle tespit edememiştir. Sonuçlar, mikro öğretim uygulamalarının verimliliği açısından güncel alanyazın ışığında tartışılmıştır.

Anahtar Kelimeler

• Mikro öğretim
• Öğretmen eğitimi
• Fen bilgisi öğretmen adayları

Identification and Analysis of Preservice Science Teachers’ Effective and Ineffective Teaching Practices During Microteaching

Öz

Microteaching is an effective technique frequently used in science teacher education to develop preservice teachers’ professional competencies. The success of this technique depends on the accuracy of peer observers’ analyses and identifications during the process, as these form the basis for providing quality feedback. Although many studies explore preservice teachers’ views on microteaching, few directly examine their ability to identify and analyze effective and ineffective practices. Therefore, this study aims to examine preservice science teachers’ ability to identify and analyze effective and ineffective teaching practices during microteaching. The participants consisted of 25 third-year preservice science teachers studying at a state university in Türkiye. In this qualitative study, participants watched a lesson video of their peers’ teaching process and used a structured observation form, identified effective and ineffective teaching practices and provided justifications. The data obtained were analyzed using qualitative data analysis methods. The findings revealed that about half of the preservice teachers correctly identified effective teaching practices in the lesson video, whereas ineffective practices were identified at much lower rates. Additionally, preservice teachers did not always provide accurate justifications for their identifications. The results were discussed considering the current literature, particularly regarding the efficiency of microteaching practices.

Anahtar Kelimeler

• Micro teaching
• Teacher education
• Preservice science teachers

Kaynakça

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