Öğretmen Adaylarının Mesleki Gelişiminde Bilimsel Eğitim Etkinliklerinin Rolü: Öğrenme Yörüngelerine Dayalı Matematik Eğitimi Örneği

Year 2022, Volume: 12 Issue: 3, 598 - 609, 31.12.2022

Derya Can

https://doi.org/10.5961/higheredusci.1132236

Cited By: 1

Abstract

Bu araştırmada, okul öncesi ve sınıf öğretmeni adaylarının çocuklarda matematiksel düşüncenin gelişimini desteklemeye yönelik yeterliklerini arttırmak amacıyla gerçekleştirilen bir projenin, mesleki gelişim sürecindeki rolünün katılımcı görüşlerine göre incelenmesi amaçlanmıştır. Araştırma, nitel araştırma desenlerinden durum çalışması olarak desenlenmiştir. Amaçlı örnekleme yöntemlerinden ölçüt ve maksimum çeşitlilik örnekleme yöntemlerine göre katılımcı grubu belirlenmiştir. Katılımcılar, 20 farklı üniversiteden seçilen 24 okul öncesi ve sınıf öğretmeni adayından oluşmaktadır. Veriler öğretmen adaylarının yansıtıcı günlüklerinden toplanmış ve içerik analizi yöntemi ile analiz edilmiştir. Araştırma sonucunda, öğretmen adaylarının öğrenme yörüngelerine dayalı matematik eğitimi kapsamında çocuklarda matematiksel düşüncenin gelişimine dair bilgi edindikleri tespit edilmiştir. Ayrıca adaylar, çocukların öğrenme rotasında ilerleyebilmesi için uygun öğretim etkinlikleri dizisi geliştirebilme becerisi kazanmışlar ve matematik öğrenme ve öğretmeye yönelik olumlu tutum-inanç geliştirmişlerdir. Gerçekleştirilen projenin öğretmen adaylarına, çocukta matematiksel düşüncenin gelişimini desteklemeye yönelik bilgi ve beceri kazandırdığı, ayrıca adayların matematiğe ilişkin bakış açılarını olumlu yönde geliştirdiği sonucuna ulaşılmıştır. Bu sonuçlara göre okul öncesi ve sınıf eğitimi lisans ve lisansüstü programlarında verilen ders içeriklerinin öğrenme yörüngelerine dayalı matematik eğitiminin bileşenleri açısından güçlendirilmesi yönünde önerilerde bulunulmuştur.

Keywords

Matematik eğitimi, sınıf öğretmeni adayı, okul öncesi öğretmen adayı, mesleki gelişim, öğrenme yörüngeleri, Mathematics education, Pre-service classroom teachers, Pre-service preschool teachers, Professional development, Learning trajectories

Supporting Institution

TÜBİTAK

Project Number

1129B372000390

The Role of Scientific Education Activities in the Professional Development of Pre-service Teachers: An Example of Mathematics Education Based on Learning Trajectories

Abstract

The aim of this study is to analyse the contributions of a project in the professional development based on the views of the pre-service teachers. The project goal is to improve the competency of the pre-service pre-school and classroom teachers in regard to the mathematical thinking among children. The study is designed as a case study, one of the qualitative research designs. The participant group was determined based on the criterion and maximum variation sampling methods, which are part of the purposive sampling methods. The participants are 24 pre-service pre-school and classroom teachers attending 20 different universities. The data were collected from the reflective diaries kept by the pre-service teachers. The data obtained were analyzed using the content analysis method. As a result of the study, it is found that the pre-service teachers gained knowledge about the development of mathematical thinking among children through the mathematics education based on learning trajectories. In addition, the participants gained an ability to develop a series of appropriate teaching activities through which children can improve their learning and developed positive attitudes-beliefs towards learning and teaching mathematics. It is concluded that the project provided pre-service teachers with knowledge and skills to support the development of mathematical thinking among children, and also improved their perspectives on mathematics in a positive way. Based on these results, some suggestions are made to improve the math education courses at the preschool and classroom levels, as well as in the undergraduate and graduate programs, in terms of the math education components.

Keywords

Mathematics education, Pre-service classroom teachers, Pre-service preschool teachers, Professional development, Learning trajectories

Project Number

1129B372000390

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