Bilişsel Yük Kuramı Perspektifinden Erken Çocukluk Eğitimi Pedagojik Becerileriyle İlgili Öğretmen Adaylarının Bilişsel Süreci

Yıl 2025, Cilt: 13 Sayı: 1, 207 - 253, 29.03.2025

Hasan Dilek

https://doi.org/10.46778/goputeb.1627316

Öz

Okul öncesi eğitimdeki uygulamalarla ilgili zorluklar ve fırsatlar, öğretmen adaylarının farklı özellikleriyle birleştiğinde, onların eğitimleri ve erken öğretmenlik deneyimleri sırasında karşılaştıkları bilişsel yükün derinlemesine araştırılmasını gerektirmektedir. Bu doğrultuda mevcut araştırmanın amacı keşfedici sıralı karma modelini kullanarak erken çocukluk eğitimi pedagojik becerilerinin uygulanması sırasında okul öncesi öğretmen adaylarının deneyimlediği bilişsel yükü incelemektir. Bilişsel yük değişimini belirlemek için altı haftalık bir uygulama dönemi boyunca öğretmen adaylarına (n=31) haftalık olarak bir anket uygulanmıştır. T-testi analizine göre zamanla bilişsel yükte önemli bir azalma olduğu tespit edilmiştir. Süreçle ilgili daha derinlemesine bilgi elde etmek için 11 öğretmen adayıyla yapılan görüşmelerde katılımcılar başlangıçta heyecan, korku ve panik gibi belirtileri barındıran yüksek bilişsel yük yaşadıklarını, bunun zamanla azaldığını ve uygulamada daha da otomatikleştiklerini ifade etmişlerdir. Öğretmen adaylarının bilişsel yükleri üzerinde dış etki, öğretim tasarımı gibi unsurların etkili olduğu ve uygulamayla birlikte dış yükün azaldığı tespit edilmiştir. Ayrıca öğretmen adayları için en önemli destek kaynaklarının uzmanlar, akranlar, program ve internet olduğu tespit edilmiştir. Bulgular, bilişsel yükü etkili bir şekilde yönetmede iyi yapılandırılmış öğretim tasarımı, iş-birlikçi öğrenme deneyimleri ve uzman desteğinin önemini vurgulamaktadır. Araştırma, pedagojik karmaşıklıklara kademeli olarak maruz kalma ve destekleyici öğrenme ortamlarını teşvik etme ihtiyacını vurgulayarak öğretmen eğitim programları için önemli çıkarımlar sunmaktadır. Çalışmanın sınırlılıkları olarak nispeten küçük örneklem ve bağlama özgü bulgular söylenebilir. Sonuçları doğrulamak ve genişletmek için çeşitli eğitim ortamlarında daha fazla araştırma yapılması gerektiği önemli bir gereklilik olarak ortaya çıkmıştır.

Anahtar Kelimeler

Okul Öncesi Eğitim, Öğretmen Adayları, Bilişsel Yük, Pedagojik Beceri

Etik Beyan

Kırşehir Ahi Evran Üniversitesi Sosyal ve Beşerî Bilimler Bilimsel Araştırma ve Yayın Etik Kurulu, Tarih: 21.04.2022, No: 2022/03/59.

Pre-Service Teachers' Cognitive Processes Concerning Early Childhood Education Pedagogical Skills Through the Perspective of Cognitive Load Theory

Öz

The complexities and opportunities inherent in preschool education practices, coupled with the diverse characteristics of preservice teachers, necessitate a comprehensive examination of the cognitive load they experience during their education and early teaching practices. Accordingly, this study aims to investigate the cognitive load experienced by preservice preschool teachers in the implementation of early childhood education pedagogical skills through an exploratory sequential mixed-methods design. To assess changes in cognitive load, a weekly questionnaire was administered to preservice teachers (n=31) over a six-week implementation period. Findings from the t-test analysis indicated a significant decrease in cognitive load over time. Qualitative data obtained from interviews with 11 preservice teachers provided deeper insights, revealing that participants initially experienced high cognitive load, characterized by symptoms such as excitement, fear, and panic, which gradually diminished as they gained automaticity in practice. It was found that factors such as external influences and instructional design played a crucial role in shaping cognitive load, with external load decreasing as practical experience accumulated. Additionally, key sources of support identified by the preservice teachers included experts, peers, the curriculum, and online resources. The findings underscore the critical role of well-structured instructional design, collaborative learning experiences, and expert guidance in effectively managing cognitive load. This study offers valuable implications for teacher education programs, emphasizing the importance of gradual exposure to pedagogical complexities and the cultivation of supportive learning environments. However, the study's limitations, including the relatively small sample size and context-specific nature of the findings, suggest the need for further research across diverse educational settings to validate and expand upon these results.

Anahtar Kelimeler

Preschool Education, Pre-service Teachers, Cognitive Load, Pedagogical Skills

Etik Beyan

Kırşehir Ahi Evran University Social and Human Sciences Scientific Research and Publication Ethics Committee, Date: 21.04.2022, Number: 2022/03/59

Kaynakça

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