Matematik Öğretmeni Adaylarının Araç ve Kaynakların Erişilebilirliğine Yanıt Vermeye Yönelik Yaklaşımlarının Dörtlü Bilgi Modeli Bağlamında Kavramsallaştırılması

Yıl 2024, Cilt: 17 Sayı: 4, 831 - 848, 31.10.2024

Semiha Kula Ünver , Esra Bukova Guzel

https://doi.org/10.30831/akukeg.1475760

Öz

Bu çalışmanın amacı, matematik öğretmeni adaylarının öğretim sürecinde karşılaştıkları beklenmeyen olaylara yönelik yaklaşımlarını, araç ve kaynakların erişilebilirliğine yanıt verme bağlamında kavramsallaştırmaktır. Araştırmanın katılımcıları dokuz matematik öğretmeni adayıdır. Gömülü teoriye dayalı çalışmanın amacına ulaşabilmesi için katılımcıların dersleri gözlemlenmiş, video kamera kullanılarak kayıt altına alınmış ve yarı-yapılandırılmış görüşmeler yapılmıştır. Kod doygunluğuna ulaşıldığında veri toplama işlemi tamamlanmıştır. Böylece katılımcılar tarafından yürütülen toplam 54 saatlik ders incelenmiştir. Sonuç olarak katılımcıların beklenmeyen olaylara ilişkin yaklaşımları içerisinde araç ve kaynakların erişilebilirliğine yanıt verme bağlamında dört alt kod belirlenmiştir. Katılımcıların gerçek sınıf ortamındaki derslerinde ortaya çıkan önceden planlanmamış durumlara ilişkin yaklaşımlarının kavramsallaştırılmasının öğretmen eğitiminde yarar sağlayacağı düşünülmektedir.

Anahtar Kelimeler

araçların ve kaynakların erişilebilirliğine yanıt verme, beklenmeyen olaylar bilgisi, dörtlü bilgi modeli, matematik öğretmeni adayı, gömülü teori

Conceptualizing Mathematics Student Teachers' Approaches towards Responding to Availability of Tools and Resources in the Context of Knowledge Quartet

Öz

The purpose of this study is to conceptualize the approaches of secondary mathematics student teachers towards contingencies encountered during the teaching process within the context of responding to availability of tools and resources. In order to achieve the goal of the study based on the grounded theory, the nine secondary mathematics student teachers’ lessons were observed, and recorded using a video camera, and semi-structured interviews were performed. The data collection process ended after 54 lesson hours of observation, that is, when code saturation was reached. As a result, four sub-codes in the context of responding to availability of tools and resources were identified within the approaches of participants in relation to contingent moments. It is thought that conceptualizing the approaches of participants towards unplanned situations encountered during lessons in real class environment would prove to be beneficial in teacher training.

Anahtar Kelimeler

responding to availability of tools and resources, contingency, knowledge quartet, mathematics student teachers, grounded theory.

Kaynakça

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