Ders İmecesi (Lesson Study) Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi

Year 2017, Volume: 16 Issue: 2, 428 - 452, 01.04.2017

Pınar Güner , Didem Akyüz

https://doi.org/10.17051/ilkonline.2017.304709

Cited By: 10

Abstract

Bu çalışmanın amacı ders imecesi (lesson study) mesleki gelişim modelinin uygulanma sürecinde öğretmen adaylarının öğrencilerin matematiksel düşünmelerini fark etme becerilerini incelemek ve adayların bu modelin planlama aşamasında kullanımına yönelik görüşlerini sunmaktır. Bu kapsamda, araştırmanın çalışma grubunu, 2014-2015 eğitim öğretim yılında, ilköğretim matematik öğretmenliği programının son sınıfında öğrenim gören dört öğretmen adayı oluşturmaktadır. Nitel araştırma yöntemlerinden durum çalışmasının kullanıldığı bu araştırmada veri toplama araçlarını görüşme, gözlem, alan notları ve süreç içinde elde edilen yazılı dökümanlar oluşturmaktadır. Öğretmen adaylarının öğrencilerin matematiksel düşünmelerini fark etme becerilerini yorumlamak için Van Es (2011) tarafından geliştirilen dört düzeyden oluşan bir teorik çerçeveden faydalanılmıştır. Elde edilen bulgular, ders imecesi (lesson study) modelinin uygulanması sürecinde öğretmen adaylarının öğrencilerin matematiksel düşünmelerine yönelik fark etme düzeylerinin düşük olduğunu, adayların bu mesleki gelişim modelinin kullanımına yönelik gösüşlerinin olumlu olduğunu ve ders imecesi modelinin (lesson study) pek çok açıdan farkındalıklarını arttırdığını göstermektedir. 

Anahtar Kelimeler: Ders imecesi (lesson study), fark etme, kesirler, öğretmen adayları

Keywords

Ders İmecesi (Lesson Study), Fark Etme, Kesirler, öğretmen adayları

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