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Yıl 2013, Cilt: 3 Sayı: 1, - , 01.03.2013

Çiğdem Han

Öz

The main aim of any reform in education is to improve educational programs and practices which will, in turn, assist to meet overall objectives of education in more effective ways. Change is a difficult process, because, educational change of any significance involves changes in organizational structures, communications, resource allocation, practices, and beliefs and attitudes. A qualitative oriented approach was used and ethnographic case study was chosen as an appropriate methodological framework for this particular research. In this study, interviews, observation and document analysis were conducted to investigate how teachers' functional paradigms affect the process of implementation of education reform. The results of this study can be interpreted that the overall reason for resistance to change on teachers‟ side may the difficulty for teachers to comprehend the conceptual framework of the reform (or the new paradigm) as this requires denying the previous educational context in which they established themselves in

Anahtar Kelimeler

Educational reform functional paradigm teachers’ beliefs thomas kuhn tecaher resistance

Kaynakça

  • Anderson, R. D. (1996). Study of Curriculum Reform. Washington, DC: U. S. Government Printing Office.
  • Bailey, B. (2000). The Impact of Mandated Change on Teachers. In A. Hargreaves ve N. Bascia (Eds.), The Sharp Edge of Change. Teaching, Leading and The Realities of Reform (s. 112-128). London: Falmer Press.
  • Brickhouse, N. W. (1990). Teachers‟ Beliefs About the Nature of Science and Their Relationship to Classroom Practice. Journal of Teacher Education , 41(1), 49-58.
  • Briscoe, C. (1991). The Dynamic Interactions Among Beliefs, Role Metaphors, and Teaching Practices: A Case Study Teacher Change. Science Eductaion, 75(2), 185-199.
  • Cho, J. (1998). Rethinking Curriculum Implementation: Paradigms, Models and Teachers' Work. American Educational Research Association. San Diego, CA: ERIC.
  • Cronin-Jones, L. L. (1991). Science Teachers' Beliefs and Their Influence on Curriculum Implementation: Two Case Studies. Journal of Research in Science Teaching, 28(3), 235-250.
  • Duffee, L. ve Aikenhead, G. (1992). Curriculum Change, Student Evaluation, and Student Practical Knowledge. Science Education, 76, 493-506.
  • Fullan, M. G. (1991). The New Meaning of Educational Change. London: Cassell Educational Limited Wellington House.
  • Fullan, M. G., ve Miles, M. B. (1992). Getting Reform Right: What Works and What Doesn‟t. Phi Delta Kappan, 73(10), 744-752.
  • Giddens, A. (2000). Sosyoloji. Ankara: Ayraç Yayınevi.
  • Hodder, I. (2000). The Interpretation of Documents and Material Culture. In N. K. Denzin, ve Y. S. Lincoln (Eds.), Handbook of Qualitative Research (s. 703-717). Thousand Oaks: Sage Publications.
  • İrez, S., ve Han, Ç. (2011). Educational Reforms as Paradigm Shifts: Utilizing Kuhnian Lenses for A Better Understanding of The Meaning of, and Resistance to, Educational change. International Journal of Environmental and Science Education, 6(3), 251-266.
  • Keating, D. E. (2005). Human Development in the Learning Society. In M. Fullan (Eds.), Fundamental Change (s. 23-39). Dordrecht: Springer.
  • Keys, P. M. (2007). A Knowledge Filter Model for Observing and Facilitating Change in Teachers' Belief. Journal of Educational Change, 8(1), 41-60.
  • Klapper, M. H., Berlin, D. F., ve White, A. L. (1994). Professional Development: Starting Point for Systemic Reform. Cognosos, 3(3), 1–5.
  • Kuhn, T. (1971). The Structure of Scientific Revolutions. Chicago: University of Chicago Press.
  • Lantz, O., ve Kass, H. (1987). Chemistry Teachers‟ Functional Paradigms. Science Education, 71, 117-134.
  • Lincoln, Y. S., ve Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park: Sage Publications.
  • Luft, J., ve Roehrig, G. H. (2007). Capturing Science Teachers' Epistemological Beliefs: The Development of the Teacher Beliefs Interview. Electronic Journal of Science Education, 11(2), 38-62.
  • Mitchener, C. P., ve Anderson, R. D. (1989). Teachers' perspectives: Developing and Implementing an STS curriculum. Journal of Research in Science Teaching, 26(4), 351-369.
  • Nespor, J. (1987). The Role of Beliefs in The Practice of Teaching. Journal of Curriculum Studies, 19 (4), 317-328.
  • Olson, J. (1981). Teacher Influence in the Classroom: A Context for Understanding Curriculum Translation. Instructional Science, 10, 259-275.
  • Pajares, M. (1992). Teachers‟ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 3, 307-332.
  • Patton, M. Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oak: Sage Publications.
  • Posner, G. J. (2004). Analyzing The Curriculum. (3rd ed.). New York: McGraw Hill.
  • Powell, J. C., ve Anderson, R. D. (2002). Changing Teachers' Practice: Curriculum Materials and Science Education Reform in the USA. Studies in Science Education, 32, 107-136.
  • Prawat, R. S. (1992). Teachers' Beliefs About Teaching and Learning: A constructivist perspective. American Journal of Education, 100, 354-395.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Eds.), Handbook of research on teacher education (s. 102-119). New York: Macmillan.
  • Roberts, D. A. (1982). Developing the Concept of “Curriculum Emphases” in Science Education. Science Education, 66(2), 243-260.
  • Roehrig, G. H., ve Kruse, R. A. (2005). The Role of Teachers‟ Beliefs and Knowledge in the Adoption of a Reform-Based Curriculum. School Science and Mathematics, 105(8), 412-422.
  • Rury, J. L. (2002). Education and Social Change. Themes in the History of American Schooling. London: Lawrence Erlbaum Associates, Publishers.
  • Sikes, P. J. (1992). Imposed Change and The Experienced Teacher. In M. Fullan, ve A. Hargreaves (Eds.), Teacher Development and Educational Change (s. 36-55). London: Falmer Press.
  • Strauss, A., ve Corbin, J. (1990). Basics of Qualitative Research Grounded Theory Procedures and Techniques. Newbury Park: Sage Publications.
  • Sutton, R. (2009). Making Formative Assessment theWay the School Does Business: The Impact and Implications of Formative Assessment for Teachers, Students and School Leaders. In A. Hargreaves, A. Lieberman, M. Fullan, ve D. Hopkins (Eds.), Second International Handbook of Educational Change (s. 883-899). New York: Springer.
  • Tobin, K., ve McRobbie, C. J. (1996). Cultural Myths as Constraints to The Enacted Science Curriculum. Science Education, 80, 223-241.
  • Tsai, C. C. (2002). Nested Epistemologies: Science Teachers‟ Beliefs of Teaching, Learning and Science. International Journal of Science Education, 24(8), 771-783.
  • Ünder, H. (2010). Yapılandırmacılığın Epistemolojik Savlarının Türkiye'de İlköğretim Fen ve Teknoloji Dersi Programlarındaki Görünümleri. Eğitim ve Bilim, 35(158), 199-214.
  • VanDriel, J. H., Beijaard, D., ve Verloop, N. (2001). Professional Development and Reform in Science Education: The Role of Teachers' Practical Knowledge. Journal of Research in Science Teaching, 38(2), 137-158.

Öğretmenlerin İşlevsel Paradigmaları ve Eğitim Reformu

Yıl 2013, Cilt: 3 Sayı: 1, - , 01.03.2013

Çiğdem Han

Öz

Eğitim reformlarının temel hedefi, eğitimin genel hedeflerine ulaşmasına yardımcı olmak amacıyla eğitim programlarının ve uygulamalarının geliştirilmesidir. Değişim oldukça zor bir süreci ifade etmektedir. Çünkü eğitimde gerçekleşen değişim, hem yapısal hem de bireysel değişimi gerektirmektedir. Yapılan araştırmalar, öğretmenlerin kişisel inanç ve yaklaşımlarının eğitim reformlarının uygulama sürecinde etkili olduğunu göstermektedir. İşlevsel paradigmalar olarak adlandırılan bu inanç ve yaklaşımlar öğretmenlerin eğitim reformunu anlaması, uygulaması açısından etkili olmaktadır. Bu çalışmada öğretmenlerin işlevsel paradigmalarının eğitim reformunun uygulama sürecini nasıl etkilediğini araştırmak için 8 biyoloji öğretmeni ile görüşme, sınıf gözlemi ve doküman (sınav kâğıtları) analizi yapılmıştır. Çalışmanın sonuçları öğretmenler açısından değişime direncin genel nedeninin reformun kavramsal yapısını anlamadaki zorluklar olduğunu göstermektedir. Bu sonuç doğrultusunda hem eğitim reformlarının doğasını hem de öğretmenlerin işlevsel paradigmalarının nasıl çalıştığını anlamak için sonuçlar Thomas Kuhn‟un bilimsel devrimler analojisi etrafından tartışılmıştır

Anahtar Kelimeler

Eğitim reformu işlevsel paradigma öğretmen inançları thomas kuhn öğretmen direnci

Kaynakça

  • Anderson, R. D. (1996). Study of Curriculum Reform. Washington, DC: U. S. Government Printing Office.
  • Bailey, B. (2000). The Impact of Mandated Change on Teachers. In A. Hargreaves ve N. Bascia (Eds.), The Sharp Edge of Change. Teaching, Leading and The Realities of Reform (s. 112-128). London: Falmer Press.
  • Brickhouse, N. W. (1990). Teachers‟ Beliefs About the Nature of Science and Their Relationship to Classroom Practice. Journal of Teacher Education , 41(1), 49-58.
  • Briscoe, C. (1991). The Dynamic Interactions Among Beliefs, Role Metaphors, and Teaching Practices: A Case Study Teacher Change. Science Eductaion, 75(2), 185-199.
  • Cho, J. (1998). Rethinking Curriculum Implementation: Paradigms, Models and Teachers' Work. American Educational Research Association. San Diego, CA: ERIC.
  • Cronin-Jones, L. L. (1991). Science Teachers' Beliefs and Their Influence on Curriculum Implementation: Two Case Studies. Journal of Research in Science Teaching, 28(3), 235-250.
  • Duffee, L. ve Aikenhead, G. (1992). Curriculum Change, Student Evaluation, and Student Practical Knowledge. Science Education, 76, 493-506.
  • Fullan, M. G. (1991). The New Meaning of Educational Change. London: Cassell Educational Limited Wellington House.
  • Fullan, M. G., ve Miles, M. B. (1992). Getting Reform Right: What Works and What Doesn‟t. Phi Delta Kappan, 73(10), 744-752.
  • Giddens, A. (2000). Sosyoloji. Ankara: Ayraç Yayınevi.
  • Hodder, I. (2000). The Interpretation of Documents and Material Culture. In N. K. Denzin, ve Y. S. Lincoln (Eds.), Handbook of Qualitative Research (s. 703-717). Thousand Oaks: Sage Publications.
  • İrez, S., ve Han, Ç. (2011). Educational Reforms as Paradigm Shifts: Utilizing Kuhnian Lenses for A Better Understanding of The Meaning of, and Resistance to, Educational change. International Journal of Environmental and Science Education, 6(3), 251-266.
  • Keating, D. E. (2005). Human Development in the Learning Society. In M. Fullan (Eds.), Fundamental Change (s. 23-39). Dordrecht: Springer.
  • Keys, P. M. (2007). A Knowledge Filter Model for Observing and Facilitating Change in Teachers' Belief. Journal of Educational Change, 8(1), 41-60.
  • Klapper, M. H., Berlin, D. F., ve White, A. L. (1994). Professional Development: Starting Point for Systemic Reform. Cognosos, 3(3), 1–5.
  • Kuhn, T. (1971). The Structure of Scientific Revolutions. Chicago: University of Chicago Press.
  • Lantz, O., ve Kass, H. (1987). Chemistry Teachers‟ Functional Paradigms. Science Education, 71, 117-134.
  • Lincoln, Y. S., ve Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park: Sage Publications.
  • Luft, J., ve Roehrig, G. H. (2007). Capturing Science Teachers' Epistemological Beliefs: The Development of the Teacher Beliefs Interview. Electronic Journal of Science Education, 11(2), 38-62.
  • Mitchener, C. P., ve Anderson, R. D. (1989). Teachers' perspectives: Developing and Implementing an STS curriculum. Journal of Research in Science Teaching, 26(4), 351-369.
  • Nespor, J. (1987). The Role of Beliefs in The Practice of Teaching. Journal of Curriculum Studies, 19 (4), 317-328.
  • Olson, J. (1981). Teacher Influence in the Classroom: A Context for Understanding Curriculum Translation. Instructional Science, 10, 259-275.
  • Pajares, M. (1992). Teachers‟ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 3, 307-332.
  • Patton, M. Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oak: Sage Publications.
  • Posner, G. J. (2004). Analyzing The Curriculum. (3rd ed.). New York: McGraw Hill.
  • Powell, J. C., ve Anderson, R. D. (2002). Changing Teachers' Practice: Curriculum Materials and Science Education Reform in the USA. Studies in Science Education, 32, 107-136.
  • Prawat, R. S. (1992). Teachers' Beliefs About Teaching and Learning: A constructivist perspective. American Journal of Education, 100, 354-395.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Eds.), Handbook of research on teacher education (s. 102-119). New York: Macmillan.
  • Roberts, D. A. (1982). Developing the Concept of “Curriculum Emphases” in Science Education. Science Education, 66(2), 243-260.
  • Roehrig, G. H., ve Kruse, R. A. (2005). The Role of Teachers‟ Beliefs and Knowledge in the Adoption of a Reform-Based Curriculum. School Science and Mathematics, 105(8), 412-422.
  • Rury, J. L. (2002). Education and Social Change. Themes in the History of American Schooling. London: Lawrence Erlbaum Associates, Publishers.
  • Sikes, P. J. (1992). Imposed Change and The Experienced Teacher. In M. Fullan, ve A. Hargreaves (Eds.), Teacher Development and Educational Change (s. 36-55). London: Falmer Press.
  • Strauss, A., ve Corbin, J. (1990). Basics of Qualitative Research Grounded Theory Procedures and Techniques. Newbury Park: Sage Publications.
  • Sutton, R. (2009). Making Formative Assessment theWay the School Does Business: The Impact and Implications of Formative Assessment for Teachers, Students and School Leaders. In A. Hargreaves, A. Lieberman, M. Fullan, ve D. Hopkins (Eds.), Second International Handbook of Educational Change (s. 883-899). New York: Springer.
  • Tobin, K., ve McRobbie, C. J. (1996). Cultural Myths as Constraints to The Enacted Science Curriculum. Science Education, 80, 223-241.
  • Tsai, C. C. (2002). Nested Epistemologies: Science Teachers‟ Beliefs of Teaching, Learning and Science. International Journal of Science Education, 24(8), 771-783.
  • Ünder, H. (2010). Yapılandırmacılığın Epistemolojik Savlarının Türkiye'de İlköğretim Fen ve Teknoloji Dersi Programlarındaki Görünümleri. Eğitim ve Bilim, 35(158), 199-214.
  • VanDriel, J. H., Beijaard, D., ve Verloop, N. (2001). Professional Development and Reform in Science Education: The Role of Teachers' Practical Knowledge. Journal of Research in Science Teaching, 38(2), 137-158.
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Çiğdem Han Bu kişi benim

Yayımlanma Tarihi 1 Mart 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 3 Sayı: 1

Kaynak Göster

APA Han, Ç. (2013). Öğretmenlerin İşlevsel Paradigmaları ve Eğitim Reformu. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(1).
AMA Han Ç. Öğretmenlerin İşlevsel Paradigmaları ve Eğitim Reformu. Trakya Üniversitesi Eğitim Fakültesi Dergisi. Mart 2013;3(1).
Chicago Han, Çiğdem. “Öğretmenlerin İşlevsel Paradigmaları Ve Eğitim Reformu”. Trakya Üniversitesi Eğitim Fakültesi Dergisi 3, sy. 1 (Mart 2013).
EndNote Han Ç (01 Mart 2013) Öğretmenlerin İşlevsel Paradigmaları ve Eğitim Reformu. Trakya Üniversitesi Eğitim Fakültesi Dergisi 3 1
IEEE Ç. Han, “Öğretmenlerin İşlevsel Paradigmaları ve Eğitim Reformu”, Trakya Üniversitesi Eğitim Fakültesi Dergisi, c. 3, sy. 1, 2013.
ISNAD Han, Çiğdem. “Öğretmenlerin İşlevsel Paradigmaları Ve Eğitim Reformu”. Trakya Üniversitesi Eğitim Fakültesi Dergisi 3/1 (Mart 2013).
JAMA Han Ç. Öğretmenlerin İşlevsel Paradigmaları ve Eğitim Reformu. Trakya Üniversitesi Eğitim Fakültesi Dergisi. 2013;3.
MLA Han, Çiğdem. “Öğretmenlerin İşlevsel Paradigmaları Ve Eğitim Reformu”. Trakya Üniversitesi Eğitim Fakültesi Dergisi, c. 3, sy. 1, 2013.
Vancouver Han Ç. Öğretmenlerin İşlevsel Paradigmaları ve Eğitim Reformu. Trakya Üniversitesi Eğitim Fakültesi Dergisi. 2013;3(1).


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