MATEMATİK ÖĞRETMENLERİNİN ALAN EĞİTİMİ BİLGİ YAPILARININ İNCELENMESİNDE SENARYO TİPİ MÜLAKAT SORULARININ KULLANIMI

Öz

Öğrencilerin matematik başarısını etkileyen en önemli faktörlerden biri matematik öğretmeninin bilgisidir. Nitelikli bir matematik öğretmeninde bulunması gereken merkezi bilgi yapısı ya da yeterlik alanlarından biri ise alan eğitimi bilgisidir. Alan eğitimi bilgisi, alan bilgisinin pedagojik bilgi ile kesiştiği, kuramsal bilgi ile pratik bilginin bütünleştiği, öğretimde merkezi rol alan bir bilgi türü olarak tanımlanabilir. Öğretmenlerinin alan eğitimi bilgilerinin incelendiği çalışmalarda sıkça kullanılan veri toplama araçlarından biri senaryo tipi mülakat sorularıdır. Bu çalışmada, bir veri toplama aracı olarak senaryo tipi mülakat sorularının kullanımının matematik öğretmenlerinin alan eğitimi bilgi yapılarını ortaya çıkarmadaki potansiyeli tartışılmıştır. Bazı mülakat sorularına öğretmenlerin yaptıkları açıklamalardan örnekler verilerek hem bu araçların yapıları hem de bu araçlar yardımıyla ne tür verilerin elde edilebileceği hususunda bir fikir oluşturulması amaçlanmıştır.

Anahtar Kelimeler

• Senaryo tipi mülakat soruları,alan eğitimi bilgisi,öğretmen eğitimi

Using Scenario Type Interview Questions For Investigating Mathematics Teachers’ Pedagogical Content Knowledge Structures

Abstract

One of the main factors affecting students’ achievement in mathematics is teacher knowledge. Pedagogical content knowledge is an essential knowledge structure or qualification component that well-qualified teachers should have. It is a knowledge structure where content knowledge intersects with pedagogical knowledge, theoretical and practical knowledge integrates, and playing a central role in teaching. Scenario type interview questions are frequently used as a data collection tool in the research studies those investigating mathematics teachers’ pedagogical content knowledge structures. In this study, it was exemplified and discussed in depth for using scenario type interview questions as a data collection tool while investigating mathematics teachers’ pedagogical content knowledge structures. It is given examples of scenario type interview questions and some teachers’ explanations. In this way, it is aimed to give an idea about scenario type interview questions and the potential of these tools for investigating teachers’ pedagogical content knowledge. In addition, advantages and disadvantages of these tools are presented.

Keywords

• Scenario type interview questions,pedagogical content knowledge,teacher education.

Kaynakça

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