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Sınıf Öğretmeni Adaylarının Matematik Öğretimine İlişkin Yeterlik ve Sınıf Yönetimi İnançları

Yıl 2013, Cilt: 26 Sayı: 1, 1 - 18, 01.04.2013

Öz

Purpose of this study is to examine elementary preservice teachers’ efficacy beliefs regarding mathematics teaching and their beliefs about classroom management using different variables. Data were collected using Mathematics Teaching Efficacy Beliefs Instrument and The Attitudes and Beliefs on Classroom Control Inventory from 317 elementary preservice teachers. Samples involve 89 male and 228 female preservice teachers. In this study, 181 third and 136 forth year preservice teachers participated. Results of the study revealed that elementary preservice teacher’s efficacy beliefs regarding mathematics teaching for personal efficacy was low in comparison to their efficacy beliefs about teacher’s role in effective teaching and performance about teaching. Regarding their beliefs about classroom management, preservice teachers were interventionist on the instructional management and non- interventionist on the people management

Kaynakça

  • Akkok, F., Askar, P., Sucukoglu, B., 1995. Safe schools require the contributions of everybody: The picture in Turkey. Thresholds in Education, 21, 29–33.
  • Ashton, P. T., Webb, R. B., 1986. Making a difference:Teachers’ sense of efficacy and student achievement. New York: Longman.
  • Bandura, A., 1977. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
  • Bandura, A., 1986. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A., 1997. Self-efficacy: The exercise of control. New York: W.H. Freeman.
  • Brophy, J., 1988. Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4, 1-18.
  • Cerit, Y., 2010. The relationship between pre-service classroom teachers’ self-efficacy beliefs and classroom management orientations. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 30, 156-174.
  • Charalambos, C.Y., Philippou, G.N., Kyriakides, L., 2008. Tracing the development of preservice teachers’ efficacy belief in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67, 125–142.
  • Çakıroğlu, E. 2000. Preservice elementary teachers’ sense of efficacy in reform oriented mathematics. Yayınlanmamış doktora tezi, Indiana University.
  • Dellinger, A. B., Bobbett, J. J., Olivier, D. F., Ellet C. D., 2008. Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS- Self. Teaching and Teacher Education, 24(3), 751–766.
  • Enochs, L., Smith, P. L., Huinker, D., 2000. Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194–202.
  • Gibson, S., Dembo, M., 1984. Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582.
  • Guskey, T. R., 1988. Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63–69.
  • Hacıömeroğlu, G., Şahin-Taşkın, Ç., 2010. Sınıf Öğretmeni Adaylarının Matematik Öğretimi Yeterlik İnançları. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(2), 539-555.
  • Hoy, W. K., Woolfolk, A. E. 1993. Teachers‟ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93, 356–372.
  • Lee, V., Dedick, R., Smith, J.,1991. The effect of the social organization of schools on teachers‟ efficacy and satisfaction. Sociology of Education, 64, 190–208.
  • Işıksal, M., Çakıroğlu, E., 2006. İlköğretim matematik öğretmen adaylarının matematiğe ve matematik öğretimine yönelik yeterlik algıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31, 74–84.
  • Kan, A., 2009. Ölçme Sonuçları Üzerinde İstatistiksel İşlemler. H. Atılgan (Ed.), Eğitimde Ölçme ve Değerlendirme (ss.397–456), Ankara: Anı Yayıncılık.
  • Karasar, N., 2003. Bilimsel Araştırma Yöntemleri. Ankara: Nobel Yayın- Dağıtım.
  • Martin, N. K., Baldwin, B., 1992. Beliefs regarding classroom management style: The differences between pre-service and experienced teachers. Paper presented at the annual meeting of the Mid-South Educational Research Association, Knoxville, TN (ERIC Document Reproduction Service No. ED 355 213).
  • Martin, N. K., Yin, Z., Baldwin, B. 1998. Construct validation of the attitudes and beliefs on classroom control inventory. Journal of Classroom Interaction, 33, 6–15.
  • Savran, A., 2002. Pre-service science teachers’ efficacy beliefs regarding science teaching and their classroom management beliefs. Yayınlanmamış Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi, Ankara.
  • Savran, A., Cakiroglu, J., 2003. Differences between elementary and secondary preservice science teachers’ perceived efficacy beliefs and their classroom management beliefs. The Turkish Online Journal of Educational Technology, 2(4), 15-20.
  • Savran, A., Cakiroglu, J., 2004. Preservice science teachers’ orientations to classroom management. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 124-130.
  • Savran Gencer, A., Cakiroglu, J., 2007. Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23, 664- 675.
  • Smith, J.P., 1996. Efficacy and teaching mathematics by telling: A challenge for reform. Journal for Research in Mathematics Education, 27(4), 387–402.
  • Sungur, O., 2009. Korelasyon Analizi. Ş. Kalaycı (Ed.), SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri (ss.321–331). Ankara: Asil Yayın Dağıtım.
  • Swars, S.L., Daane, C.J., Giesen, J., 2006. Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106(7), 306– 315.
  • Tschannen-Moran, M., Woolfolk Hoy, A., Hoy, W. K., 1998.Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
  • Turnuklu, A., Galton, M. (2001). Students’ misbehaviours in Turkish and English primary classrooms. Educational Studies, 27, 291–305.
  • Weade, R., Evertson, C. M., 1988. The construction of lessons in effective and less effective classrooms. Teaching and Teacher Education, 4, 189–213.
  • Woolfolk, A. E., Hoy, W. K., 1990. Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81–91.
  • Woolfolk, A. E., Rosoff, B., Hoy, W. K., 1990. Teacher’s sense of efficacy and their beliefs about managing students.Teaching and Teacher Education, 6, 137–148. Başvuru: 27.03.2012
  • Yayına Kabul: 04.02.2013

Sınıf Öğretmeni Adaylarının Matematik Öğretimine İlişkin Yeterlik ve Sınıf Yönetimi İnançları

Yıl 2013, Cilt: 26 Sayı: 1, 1 - 18, 01.04.2013

Öz

Bu araştırma sınıf öğretmeni adaylarının matematik öğretimine ilişkin yeterlik ve sınıf yönetimi inançlarını bazı değişkenler açısından incelemeyi amaçlamıştır. Bu araştırmada veriler Matematik Öğretimi Yeterlik İnanç Ölçeği ve Sınıf Yönetimine Yönelik Tutum ve İnanç Ölçeği kullanılarak toplanmıştır. Bu araştırmanın çalışma grubunu 89’u erkek ve 228’i kız olmak üzere toplam 317 sınıf öğretmeni adayı oluşturmaktadır. Bu çalışmaya 3. sınıfta öğrenim gören 181 ve 4. sınıfta öğrenim gören 136 öğretmen adayı katılmıştır. Elde edilen bulgular, adayların matematik öğretimine ilişkin yeterlik inançlarının kişisel yeterlik açısından ‘kararsız’ düzeyinde olduğunu gösterirken etkili öğretimde öğretmenin rolü ve öğretime ilişkin performans boyutları açısından genelde olumlu ve yüksek olduğu görülmektedir. Sınıf yönetimine ilişkin inançlar dikkate alındığında, adayların ders yönetimine ilişkin disiplinli ve insan yönetiminde disiplinli olmayan bir yaklaşımı benimsedikleri görülmektedir

Kaynakça

  • Akkok, F., Askar, P., Sucukoglu, B., 1995. Safe schools require the contributions of everybody: The picture in Turkey. Thresholds in Education, 21, 29–33.
  • Ashton, P. T., Webb, R. B., 1986. Making a difference:Teachers’ sense of efficacy and student achievement. New York: Longman.
  • Bandura, A., 1977. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
  • Bandura, A., 1986. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A., 1997. Self-efficacy: The exercise of control. New York: W.H. Freeman.
  • Brophy, J., 1988. Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4, 1-18.
  • Cerit, Y., 2010. The relationship between pre-service classroom teachers’ self-efficacy beliefs and classroom management orientations. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 30, 156-174.
  • Charalambos, C.Y., Philippou, G.N., Kyriakides, L., 2008. Tracing the development of preservice teachers’ efficacy belief in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67, 125–142.
  • Çakıroğlu, E. 2000. Preservice elementary teachers’ sense of efficacy in reform oriented mathematics. Yayınlanmamış doktora tezi, Indiana University.
  • Dellinger, A. B., Bobbett, J. J., Olivier, D. F., Ellet C. D., 2008. Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS- Self. Teaching and Teacher Education, 24(3), 751–766.
  • Enochs, L., Smith, P. L., Huinker, D., 2000. Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194–202.
  • Gibson, S., Dembo, M., 1984. Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582.
  • Guskey, T. R., 1988. Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63–69.
  • Hacıömeroğlu, G., Şahin-Taşkın, Ç., 2010. Sınıf Öğretmeni Adaylarının Matematik Öğretimi Yeterlik İnançları. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(2), 539-555.
  • Hoy, W. K., Woolfolk, A. E. 1993. Teachers‟ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93, 356–372.
  • Lee, V., Dedick, R., Smith, J.,1991. The effect of the social organization of schools on teachers‟ efficacy and satisfaction. Sociology of Education, 64, 190–208.
  • Işıksal, M., Çakıroğlu, E., 2006. İlköğretim matematik öğretmen adaylarının matematiğe ve matematik öğretimine yönelik yeterlik algıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31, 74–84.
  • Kan, A., 2009. Ölçme Sonuçları Üzerinde İstatistiksel İşlemler. H. Atılgan (Ed.), Eğitimde Ölçme ve Değerlendirme (ss.397–456), Ankara: Anı Yayıncılık.
  • Karasar, N., 2003. Bilimsel Araştırma Yöntemleri. Ankara: Nobel Yayın- Dağıtım.
  • Martin, N. K., Baldwin, B., 1992. Beliefs regarding classroom management style: The differences between pre-service and experienced teachers. Paper presented at the annual meeting of the Mid-South Educational Research Association, Knoxville, TN (ERIC Document Reproduction Service No. ED 355 213).
  • Martin, N. K., Yin, Z., Baldwin, B. 1998. Construct validation of the attitudes and beliefs on classroom control inventory. Journal of Classroom Interaction, 33, 6–15.
  • Savran, A., 2002. Pre-service science teachers’ efficacy beliefs regarding science teaching and their classroom management beliefs. Yayınlanmamış Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi, Ankara.
  • Savran, A., Cakiroglu, J., 2003. Differences between elementary and secondary preservice science teachers’ perceived efficacy beliefs and their classroom management beliefs. The Turkish Online Journal of Educational Technology, 2(4), 15-20.
  • Savran, A., Cakiroglu, J., 2004. Preservice science teachers’ orientations to classroom management. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 124-130.
  • Savran Gencer, A., Cakiroglu, J., 2007. Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23, 664- 675.
  • Smith, J.P., 1996. Efficacy and teaching mathematics by telling: A challenge for reform. Journal for Research in Mathematics Education, 27(4), 387–402.
  • Sungur, O., 2009. Korelasyon Analizi. Ş. Kalaycı (Ed.), SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri (ss.321–331). Ankara: Asil Yayın Dağıtım.
  • Swars, S.L., Daane, C.J., Giesen, J., 2006. Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106(7), 306– 315.
  • Tschannen-Moran, M., Woolfolk Hoy, A., Hoy, W. K., 1998.Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
  • Turnuklu, A., Galton, M. (2001). Students’ misbehaviours in Turkish and English primary classrooms. Educational Studies, 27, 291–305.
  • Weade, R., Evertson, C. M., 1988. The construction of lessons in effective and less effective classrooms. Teaching and Teacher Education, 4, 189–213.
  • Woolfolk, A. E., Hoy, W. K., 1990. Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81–91.
  • Woolfolk, A. E., Rosoff, B., Hoy, W. K., 1990. Teacher’s sense of efficacy and their beliefs about managing students.Teaching and Teacher Education, 6, 137–148. Başvuru: 27.03.2012
  • Yayına Kabul: 04.02.2013
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Güney Hacıömeroğlu Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2013
Gönderilme Tarihi 14 Kasım 2015
Yayımlandığı Sayı Yıl 2013 Cilt: 26 Sayı: 1

Kaynak Göster

APA Hacıömeroğlu, G. (2013). Sınıf Öğretmeni Adaylarının Matematik Öğretimine İlişkin Yeterlik ve Sınıf Yönetimi İnançları. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 26(1), 1-18.