The Effects Of Peer Coaching On The Technological Pedagogical Content Knowledge Of Pre-Service Science Teachers

Yıl 2019, Cilt: 20 Sayı: 3, 933 - 951, 31.12.2019

Didem Karakaya Cırıt , Selçuk Aydemir

https://doi.org/10.17679/inuefd.566462

Cited By: 1

Öz

This study aims to
examine the effects of peer coaching on the development of Pre-service Science
Teachers’ (PSTs) Technological Pedagogical Content Knowledge (TPCK) and the
components of TPCK. A total of 37 pre-service science teachers (27 females and
10 males) participated in the study. Of the different types of coaching that
are available, “mutual peer coaching” was used in this study. In the first two
weeks of the 10-week research process, the PSTs received peer coaching
training. In the remaining 8 weeks, the PSTs were asked to implement peer
coaching in their classroom teaching. In addition, one-hour theoretical classes
were taught each week in the “Teaching Practice” course, during which the PSTs
received feedback on their teaching practices and peer coaching forms.
Therefore, a total of 296 forms were examined in this study. The data were
analyzed through content analysis. They were examined in three categories:
1-Scientific explanation, 2-Partially scientific explanation, and
3-Non-scientific explanation. The findings showed an improvement in the PSTs’
TPCK and its components. It was found that during the preliminary interviews in
the early weeks, the PSTs had partially scientific explanations in the three
content areas (content knowledge, pedagogical knowledge and pedagogical content
knowledge), and non-scientific explanations only in technological knowledge and
technological pedagogical content knowledge. In the later weeks, they moved
towards scientific explanations in pedagogical knowledge, technological
knowledge and technological pedagogical content knowledge. In the observation
of their teaching, the PSTs had partially scientific explanations in all five
content areas in the first weeks, and shifted towards scientific explanations
in later weeks. In the final interviews, the PSTs were found to move from
nonscientific explanations towards partially scientific explanations in four
content areas. On the other hand, only in pedagogical knowledge, students who
had partially scientific explanations in the first weeks remained at the same
level in the later weeks.

Anahtar Kelimeler

peer coaching, science education, pre-service science teachers, TPCK

Akran Koçluk Uygulamasının Fen Bilgisi Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgisine Etkisi

Öz

Bu çalışmanın amacı akran
koçluk uygulamasının fen bilgisi öğretmen adaylarının Teknolojik Pedagojik Alan
Bilgisi (TPAB) ve TPAB’ı oluşturan öğelerin gelişimine etkisini incelemektedir.
Bu amaçla çalışmaya 37 fen bilgisi öğretmen adayı (27 kız ve 10 erkek)
katılmıştır. Çeşitli türleri olan koçluk uygulamasının “karşılıklı akran
koçluğu” bu çalışmada kullanılmıştır. 10 haftalık araştırma sürecinin ilk iki
haftasında, öğretmen adaylarına akran koçluğu eğitimi verilmiştir. Kalan 8
haftada ise öğretmen adaylarından sınıf içi öğretim süreçlerinde akran koçluğu
uygulamasını kullanmaları istenmiştir. Ayrıca her hafta “Öğretmenlik
Uygulaması” dersi kapsamında en az bir saatlik teorik dersler işlenmiş ve bu
derslerde öğretmen adaylarına öğretim uygulamaları ve akran koçluğu formlarına
yönelik dönütler verilmiştir. 
Dolayısıyla çalışma kapsamında 296 form incelenmiştir. Çalışmada elde
edilen verilerin analizinde içerik analizi kullanılmıştır. Çalışmada elde
edilen veriler; 1-Bilimsel açıklama, 2-Kısmen bilimsel açıklama ve 3-Bilimsel
olmayan açıklama olmak üzere üç kategoride incelenmiştir. Elde edilen bulgular,
öğretmen adaylarının TPAB ve öğelerinde gelişim olduğunu göstermiştir. Öğretmen
adaylarının ilk haftalarda üç bilgi alanında (alan, pedagojik ve pedagojik alan
bilgisi) ön görüşme aşamasında kısmen bilimsel açıklama düzeyinde bulundukları
sadece teknolojik ve teknolojik pedagojik alan bilgisinde bilimsel olmayan
düzeyde yoğunlaşmanın olduğu belirlenmiştir. Son haftalara doğru ise pedagojik
bilgi, teknolojik bilgi ve teknolojik pedagojik alan bilgisinde gelişimin
bilimsel düzeyde yoğunlaşmaya doğru olduğu belirlenmiştir. Gözlem aşamasında
ise öğretmen adaylarının ilk haftalarda beş bilgi alanında da kısmen bilimsel
açıklamada yoğunlaştıkları son haftalara doğru bilimsel açıklama düzeyine doğru
bir geçiş olduğu ortaya çıkmıştır. Son görüşme aşamasında ise, dört bilgi
alanında ilk haftalarda bilimsel olmayan açıklama düzeyinde yoğunlaşan öğretmen
adayları sonlara doğru kısmen bilimsel açıklamaya doğru gelişim gösterdiği
tespit edilmiştir. Sadece pedagojik bilgide ilk haftalarda kısmen bilimsel
düzeyde yer alan öğretmen adayları son haftalara doğru da aynı düzeyde kaldığı
belirlenmiştir. 

Anahtar Kelimeler

Akran koçluğu, Fen bilgisi eğitimi, Fen bilgisi öğretmen adayları

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