Öğretmen yetiştirmede bir mentörlük modeli: Genç STEM araştırmacıları ve uygulamacıları programı

Year 2022, Volume: 11 Issue: 1, 36 - 55, 31.01.2022

Defne Yabaş , Sinem Boyacı

https://doi.org/10.19128/turje.950335

Abstract

Bu çalışmada STEM: Bütünleşik Öğretmenlik Çerçevesi kapsamında uygulanan “Genç STEM Araştırmacıları ve Uygulayıcıları Programının” etkisi programdan mezun olan katılımcıların görüşleri aracılığıyla incelenmiştir. Genç STEM Araştırmacıları ve Uygulamacıları Programının temel amacı, STEM bütünleşik öğretmenlik bilgisini öğretmen yetiştirme sürecine dahil etmektir. Yapılan fenomenolojik çalışmada, okul öncesi öğretmenlerinden program deneyimleri ve STEM eğitimi algıları ile ilgili veri toplanmıştır. Veriler, programın etkisi ve program bileşenleri ile katılımcıların STEM algıları hakkındaki soruları içeren bir görüşme protokolü ile toplanmıştır. Verilerin içerik analiziyle çözümlenmesi sonucunda, öğretmenlerin STEM eğitimine yönelik farkındalıklarının artması, bütünleşik öğretmenlik bilgisinin geliştirilmesi, program bileşenleri ve program deneyimi kategorileri ortaya çıkmıştır. Katılımcıların STEM algılarını incelemek için kullanılan STEM eğitimi modelleri gösterildiğinde, öğretmenler gerçek yaşam problemlerini ve mühendislik tasarım sürecini içeren modelleri tercih etmişlerdir. Genç STEM araştırmacıları ve uygulayıcıları programı, öğretmen yetiştirme programları için gelişmekte olan bir model olarak değerlendirilebilir. Gelecek araştırmalar, öğretmen adaylarının STEM kavramlarını nasıl oluşturduklarını ve bütünleşik öğretmenlik bilgilerini nasıl geliştirdiklerini keşfetmeye odaklanabilir.

Keywords

Bütünleşik öğretmenlik bilgisi, Erken STEM, Öğretmen yetiştirme, STEM eğitimi

A mentorship model for teacher education: Young STEM researchers and practitioners program

Abstract

The current research is about the impact of the young STEM researchers and practitioners program implemented within the STEM: Integrated teaching project. The aim of the program is to incorporate STEM integrated teaching knowledge in the teacher preparation period. In this phenomenological study, we explored five pre-school teachers’ program experiences and their STEM conceptions. Data were collected with semi-structured interviews, including questions about the impact and elements of the program and participants’ STEM conceptions. Content analysis showed that awareness for STEM education, development of integrated teaching knowledge, and program elements were the emergent themes about the program experience. Teacher candidates responded to the models that include real-world problems and engineering as contexts as most desirable when shown STEM education models to understand their STEM conceptions. The young STEM researchers and practitioners program can be evaluated as a developing model to be incorporated into teacher education programs. Further research can explore how pre-service teachers form their STEM conceptions and develop their integrated teaching knowledge.

Keywords

Early STEM, Integrated teaching knowledge, STEM education, Teacher education

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