BibTex RIS Kaynak Göster

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Yıl 2014, Cilt: 10 Sayı: 3, 137 - 150, 30.01.2015

Zeki Arsal

Öz

In this study, the effect of microteaching method on prospective teachers’ classroom management attitude and beliefs were investigated. A pretest-posttest quasi-experimental research design was applied. Microteaching had been implemented on the experimental group for one semester. The participants of the study were 56 prospective teachers, 28 of them in the experimental group, 28 of them in the control group. “The Attitudes and Beliefs on Classroom Control Inventory” were applied to measure the prospective teachers’ classroom management beliefs and attitudes. The findings of the study revealed that, compared with the instruction in the control group, microteaching was more effective for improving classroom management beliefs and attitudes of the prospective teachers. Microteaching should be used by the teacher educators in order to improve classroom management beliefs and attitudes of prospective teachers

Anahtar Kelimeler

microteaching classroom management prospective teachers teacher training

Kaynakça

  • Akar, H. & Yıldırım, A. (2009). Change in teacher candidates’ metaphorical images about classroom management in a social constructivist learning environment. Teaching in Higher Education, 14(4), 401-415.
  • Akbaba, S., & Altun, A. (1998). Teachers’ reflections on classroom management. Reports- Research (143). ERIC 425148.
  • Allen, D. & A. Eve, A. (1968). Microteaching. Theory Into Practice, 7 (5), 181-185.
  • Allen, D. & Ryan, K. (1969). Microteaching. reading. Massachusetts: Addicson-Wesley Publishing Company.
  • Amobi, F. A. & Irwin, L. (2009). Implementing on-campus microteaching to elicit pre-service teachers' reflection on teaching actions: Fresh perspective on an established practice. Journal of the Scholarship of Teaching and Learning, 9(1), 27-34.
  • Atıcı, M. (2007). A small-scale study on student teachers’ perceptions of classroom management and methods for dealing with misbehaviour. Emotional and Behavioural Difficulties, 12(1), 15–27.
  • Baykul, Y. (1996). İstatistik metot ve uygulamaları. 3. Baskı. Ankara: Anı Yayıncılık.
  • Bell, N. D. (2007). Microteaching: What is it that is going on here? Linguistics and Education, 18, 24-40.
  • Benton-Kupper, J. (2001). The microteaching experience: Student perspectives. Education, 121(4), 830-835.
  • Brent, R., & Thomson, W. S. (1996). Videotaped microteaching: Bridging the gap from the university to the classroom. The Teacher Educator, 31, 238-247.
  • Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4(1), 1-18.
  • Brophy, J., & Good, T. (1986). Teacher behavior and student achievement. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). (pp. 328-375) New York: Macmillan.
  • Copeland, W.D. (1975).The relationship between microteaching and student teacher classroom performance. Journal of Educational Research, 68, 289-293.
  • Deaton, C. (2013). Teachers’ reflections on effectively managing their classroom: a discussion of how two experienced science teachers examined their classroom management practices. Reflective Practice, 14(2), 240–257.
  • Demir, C. ve Maskan, K. (2007). Fizik öğretmenlerinin sınıf yönetimine yönelik yaklaşımlarının mesleki deneyim ve okul türüne göre değerlendirilmesi. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 2, 1-16.
  • Doyle, W. (1986). Classroom organization and management. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 392–431). New York: MacmillanEmmer, E. T.,
  • Evertson, C. & Worsham, M. E. (2000). Classroom management for secondary teachers (5th Ed.). Boston, MA: Allyn and Bacon.
  • European Commission (2013). Supporting teacher competence development..Report of Education and Training. 16.05.2014 tarihinde http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf . adresinden alınmıştır.
  • Fernandez, M. L. (2005). Learning through microteaching lesson study in teacher preparation. Action in Teacher Education, 26, 37-47.
  • Fernandez, M. & Robinson, M. (2006). Prospective teachers' perspectives on microteaching lesson study. Education, 127(2), 203-215.
  • Gettinger, M. & Kohler, K.M. (2006). Process-outcome approaches to classroom management and effective teaching. In C.M. Evertson & C.S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 73–96). Mahwah, NJ: Lawrence Erlbaum.
  • Glickman, C.D.& Tamashiro, R. T. (1980). Clarifying teachers’ beliefs about discipline. Educational Leadership, 37, 459-464.
  • Görgen, İ. (2003). Mikroöğretim uygulamasının öğretmen adaylarının sınıfta ders anlatımına ilişkin görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24,56-63.
  • Grossman, P. (2005). Research on pedagogical approaches in teacher education. In M. Cochran- Smith & K.M. Zeichner (Eds.), Studying teacher education (pp. 425–476). Washington, DC: American Educational Research Association.
  • Hardin, C. J. (2008). Effective classroom management: Models and strategies for today’s classrooms. N.J.: Pearson Prentice Hall.
  • Henson, R. K. (2001). Relationships between pre-service teachers’ self-efficacy, task analysis, and classroom management beliefs. Paper presented at the annual meeting of the Southwest Educational Research Association, New Orleans, L. A.
  • Huber, J. & Ward, B. (2001). Pre-service confidence through microteaching. Education, 66, 65- 68.
  • Keppel, G. (1991). Design and analysis: A researcher's handbook (3rd ed.). Englewood Cliffs: Prentice-Hall, Inc.
  • Kpanja, E. (2001). A study of the effects of video tape recording in microteaching training. British Journal of Educational Technology, 32(4), 483-486.
  • Leech, N. L., Barret, K. C. & Morgan, G. (2008). SPSS for intermediate statistics. New York: Third Edition. Psychology Press.
  • Martin, N. K., Yin, Z., & Baldwin, B. (1998). Construct validation of the attitudes and beliefs classroom control inventory. Journal of Classroom Interaction, 33(2), 6-15. MEB (2012). Öğretmenlik mesleği genel
  • yeterlilikleri. 10.06.2014 tarihinde
  • http://ötmg.meb.gov.tr/yet genel.html. adresinden alınmıştır.
  • Mergler, A. G. & Tangen, D. (2010). Using microteaching to enhance teacher efficacy in pre- service teachers. Teaching Education, 21(2), 199-210.
  • Okut, L. (2011). İlköğretim fen ve teknoloji, matematik öğretmenlerinin eğitim ve sınıf yönetimine ilişkin inançları arasındaki ilişki. Pegem Eğitim ve Öğretim Dergisi, 1(4), 39-51.
  • Ormrod, J. E.(2003). Educational psychology: Developing learners. (4th ed.).Upper Saddle River, NJ: Merrill/Prentice-Hall.
  • Peker, M. (2009a). The use of expanded microteaching for reducing pre-service teachers’ teaching anxiety about mathematics. Scientific Research and Essay, 4(9), 872-880.
  • Peker, M. (2009b). Genişletilmiş mikro öğretim yaşantıları hakkında matematik öğretmeni adaylarının görüşleri. Türk Eğitim Bilimleri Dergisi, 7(2), 353-376.
  • Pringle, R. M., Dawson, K. & Adams, T. (2003). Technology, science and pre-service teachers: Creating a culture of technology-savvy elementary teachers. Action in Teacher Education, 24(4), 46-52.
  • Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Bropy (Ed.),Advances in research on teaching, (pp. 49–73). Greenwich, CT: JAI Press.
  • Sadık, S. & Sadık, F. (2014). Investigating classroom management profiles of pre-service teachers. Procedia - Social and Behavioral Sciences, 116, 2369 – 2374.
  • Savaş, P. (2012). Microteaching videos in EFL teacher education methodology courses: Tools to enhance English proficiency and teaching skills among trainees. Procedia - Social and Behavioral Sciences, 55, 730–738
  • Savran, A. (2002). Pre-service science teachers’ efficacy beliefs regarding science teaching and their classroom management beliefs Yayınlanmamış Doktora Tezi Orta Doğu Teknik Üniversitesi, Ankara.
  • Savran, A., & Çakıroğlu, J. (2003). Difference between elementary and secondary pre-service science teachers' perceived efficacy beliefs and their classroom management beliefs. The Turkish Online Journal of Educational Technology, 2(4),15-20.
  • Savran Gencer, A. & Cakiroglu, J. (2007). Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23, 664–675.
  • Smith, B. (2000). Emerging themes in problems experienced by student teachers: A framework for analysis. College Student Journal, 34(4), 633-641.
  • Sokal, L., Smith, D. G. & Mowat, H. (2003). Alternative certification teachers' attitudes toward classroom management. The High School Journal, 83(3), 8-16.
  • Stoughton, E. H. (2007). “How will I get them to behave?”: preservice teachers reflect on classroom management. Teaching and Teacher Education, 23(7), 1024-1037.
  • Unal, Z. & Unal, A. (2009). Comparing beginning and experienced teachers’ perceptions of classroom management beliefs and practices in elementary schools in Turkey. The Educational Forum, 73, 256–70.
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63, 249–294.
  • Wong, H. K., & Wong, R. T. (1998). How to be an effective teacher: The first days of school. CA: Harry Wong.
  • Wubbels, T. (2011). An international perspective on classroom management: what should prospective teachers learn? Teaching Education, 22( 2), 113–131.
  • Yılmaz, H. & Huyugüzel Çavaş, P. (2008). The effect of teaching practice on pre-service teachers’ science teaching efficacy and classroom management beliefs. Eurasia Journal of Mathematics, Science & Teachnology Education, 4(1), 45-54.

Mikro Öğretimin Öğretmen Adaylarının Sınıf Yönetimi İnançlarına Etkisi

Yıl 2014, Cilt: 10 Sayı: 3, 137 - 150, 30.01.2015

Zeki Arsal

Öz

Bu çalışmada mikro öğretim yönteminin öğretmen adaylarının sınıf yönetimi konusundaki inanç ve tutumlarına etkisi araştırılmıştır. Araştırmada ön test- son test yarı deneysel desen kullanılmıştır. Mikro öğretim deney grubunda bir dönem boyunca uygulanmıştır. Araştırma deney ve kontrol grubunda 28 olmak üzere toplam 56 öğretmen adayı ile yapılmıştır. Öğretmen adaylarının sınıf yönetimi inanç ve tutumlarını ölçmek için “Sınıf Yönetimine Yönelik Tutumlar ve İnançlar Ölçeği” kullanılmıştır. Araştırma sonuçları kontrol grubundaki öğretim ile karşılaştırıldığında deney grubunda uygulanan mikro öğretim yönteminin öğretmen adaylarının sınıf yönetimi inanç ve tutumlarını geliştirmede daha etkili olduğunu ortaya koymuştur. Öğretmen eğitim programındaki öğretim ile ilgili dersleri öğreten öğretim elemanları mikro öğretim yöntemini öğretmen adaylarının sınıf yönetimi konusundaki inanç ve tutumlarını geliştirmek için kullanmalıdırlar.

Anahtar Kelimeler: mikro öğretim, sınıf yönetimi, öğretmen adayı, öğretmen eğitimi

 

Anahtar Kelimeler

mikro öğretim sınıf yönetimi öğretmen adayı öğretmen yetiştirme

Kaynakça

  • Akar, H. & Yıldırım, A. (2009). Change in teacher candidates’ metaphorical images about classroom management in a social constructivist learning environment. Teaching in Higher Education, 14(4), 401-415.
  • Akbaba, S., & Altun, A. (1998). Teachers’ reflections on classroom management. Reports- Research (143). ERIC 425148.
  • Allen, D. & A. Eve, A. (1968). Microteaching. Theory Into Practice, 7 (5), 181-185.
  • Allen, D. & Ryan, K. (1969). Microteaching. reading. Massachusetts: Addicson-Wesley Publishing Company.
  • Amobi, F. A. & Irwin, L. (2009). Implementing on-campus microteaching to elicit pre-service teachers' reflection on teaching actions: Fresh perspective on an established practice. Journal of the Scholarship of Teaching and Learning, 9(1), 27-34.
  • Atıcı, M. (2007). A small-scale study on student teachers’ perceptions of classroom management and methods for dealing with misbehaviour. Emotional and Behavioural Difficulties, 12(1), 15–27.
  • Baykul, Y. (1996). İstatistik metot ve uygulamaları. 3. Baskı. Ankara: Anı Yayıncılık.
  • Bell, N. D. (2007). Microteaching: What is it that is going on here? Linguistics and Education, 18, 24-40.
  • Benton-Kupper, J. (2001). The microteaching experience: Student perspectives. Education, 121(4), 830-835.
  • Brent, R., & Thomson, W. S. (1996). Videotaped microteaching: Bridging the gap from the university to the classroom. The Teacher Educator, 31, 238-247.
  • Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4(1), 1-18.
  • Brophy, J., & Good, T. (1986). Teacher behavior and student achievement. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). (pp. 328-375) New York: Macmillan.
  • Copeland, W.D. (1975).The relationship between microteaching and student teacher classroom performance. Journal of Educational Research, 68, 289-293.
  • Deaton, C. (2013). Teachers’ reflections on effectively managing their classroom: a discussion of how two experienced science teachers examined their classroom management practices. Reflective Practice, 14(2), 240–257.
  • Demir, C. ve Maskan, K. (2007). Fizik öğretmenlerinin sınıf yönetimine yönelik yaklaşımlarının mesleki deneyim ve okul türüne göre değerlendirilmesi. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 2, 1-16.
  • Doyle, W. (1986). Classroom organization and management. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 392–431). New York: MacmillanEmmer, E. T.,
  • Evertson, C. & Worsham, M. E. (2000). Classroom management for secondary teachers (5th Ed.). Boston, MA: Allyn and Bacon.
  • European Commission (2013). Supporting teacher competence development..Report of Education and Training. 16.05.2014 tarihinde http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf . adresinden alınmıştır.
  • Fernandez, M. L. (2005). Learning through microteaching lesson study in teacher preparation. Action in Teacher Education, 26, 37-47.
  • Fernandez, M. & Robinson, M. (2006). Prospective teachers' perspectives on microteaching lesson study. Education, 127(2), 203-215.
  • Gettinger, M. & Kohler, K.M. (2006). Process-outcome approaches to classroom management and effective teaching. In C.M. Evertson & C.S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 73–96). Mahwah, NJ: Lawrence Erlbaum.
  • Glickman, C.D.& Tamashiro, R. T. (1980). Clarifying teachers’ beliefs about discipline. Educational Leadership, 37, 459-464.
  • Görgen, İ. (2003). Mikroöğretim uygulamasının öğretmen adaylarının sınıfta ders anlatımına ilişkin görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24,56-63.
  • Grossman, P. (2005). Research on pedagogical approaches in teacher education. In M. Cochran- Smith & K.M. Zeichner (Eds.), Studying teacher education (pp. 425–476). Washington, DC: American Educational Research Association.
  • Hardin, C. J. (2008). Effective classroom management: Models and strategies for today’s classrooms. N.J.: Pearson Prentice Hall.
  • Henson, R. K. (2001). Relationships between pre-service teachers’ self-efficacy, task analysis, and classroom management beliefs. Paper presented at the annual meeting of the Southwest Educational Research Association, New Orleans, L. A.
  • Huber, J. & Ward, B. (2001). Pre-service confidence through microteaching. Education, 66, 65- 68.
  • Keppel, G. (1991). Design and analysis: A researcher's handbook (3rd ed.). Englewood Cliffs: Prentice-Hall, Inc.
  • Kpanja, E. (2001). A study of the effects of video tape recording in microteaching training. British Journal of Educational Technology, 32(4), 483-486.
  • Leech, N. L., Barret, K. C. & Morgan, G. (2008). SPSS for intermediate statistics. New York: Third Edition. Psychology Press.
  • Martin, N. K., Yin, Z., & Baldwin, B. (1998). Construct validation of the attitudes and beliefs classroom control inventory. Journal of Classroom Interaction, 33(2), 6-15. MEB (2012). Öğretmenlik mesleği genel
  • yeterlilikleri. 10.06.2014 tarihinde
  • http://ötmg.meb.gov.tr/yet genel.html. adresinden alınmıştır.
  • Mergler, A. G. & Tangen, D. (2010). Using microteaching to enhance teacher efficacy in pre- service teachers. Teaching Education, 21(2), 199-210.
  • Okut, L. (2011). İlköğretim fen ve teknoloji, matematik öğretmenlerinin eğitim ve sınıf yönetimine ilişkin inançları arasındaki ilişki. Pegem Eğitim ve Öğretim Dergisi, 1(4), 39-51.
  • Ormrod, J. E.(2003). Educational psychology: Developing learners. (4th ed.).Upper Saddle River, NJ: Merrill/Prentice-Hall.
  • Peker, M. (2009a). The use of expanded microteaching for reducing pre-service teachers’ teaching anxiety about mathematics. Scientific Research and Essay, 4(9), 872-880.
  • Peker, M. (2009b). Genişletilmiş mikro öğretim yaşantıları hakkında matematik öğretmeni adaylarının görüşleri. Türk Eğitim Bilimleri Dergisi, 7(2), 353-376.
  • Pringle, R. M., Dawson, K. & Adams, T. (2003). Technology, science and pre-service teachers: Creating a culture of technology-savvy elementary teachers. Action in Teacher Education, 24(4), 46-52.
  • Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Bropy (Ed.),Advances in research on teaching, (pp. 49–73). Greenwich, CT: JAI Press.
  • Sadık, S. & Sadık, F. (2014). Investigating classroom management profiles of pre-service teachers. Procedia - Social and Behavioral Sciences, 116, 2369 – 2374.
  • Savaş, P. (2012). Microteaching videos in EFL teacher education methodology courses: Tools to enhance English proficiency and teaching skills among trainees. Procedia - Social and Behavioral Sciences, 55, 730–738
  • Savran, A. (2002). Pre-service science teachers’ efficacy beliefs regarding science teaching and their classroom management beliefs Yayınlanmamış Doktora Tezi Orta Doğu Teknik Üniversitesi, Ankara.
  • Savran, A., & Çakıroğlu, J. (2003). Difference between elementary and secondary pre-service science teachers' perceived efficacy beliefs and their classroom management beliefs. The Turkish Online Journal of Educational Technology, 2(4),15-20.
  • Savran Gencer, A. & Cakiroglu, J. (2007). Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23, 664–675.
  • Smith, B. (2000). Emerging themes in problems experienced by student teachers: A framework for analysis. College Student Journal, 34(4), 633-641.
  • Sokal, L., Smith, D. G. & Mowat, H. (2003). Alternative certification teachers' attitudes toward classroom management. The High School Journal, 83(3), 8-16.
  • Stoughton, E. H. (2007). “How will I get them to behave?”: preservice teachers reflect on classroom management. Teaching and Teacher Education, 23(7), 1024-1037.
  • Unal, Z. & Unal, A. (2009). Comparing beginning and experienced teachers’ perceptions of classroom management beliefs and practices in elementary schools in Turkey. The Educational Forum, 73, 256–70.
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63, 249–294.
  • Wong, H. K., & Wong, R. T. (1998). How to be an effective teacher: The first days of school. CA: Harry Wong.
  • Wubbels, T. (2011). An international perspective on classroom management: what should prospective teachers learn? Teaching Education, 22( 2), 113–131.
  • Yılmaz, H. & Huyugüzel Çavaş, P. (2008). The effect of teaching practice on pre-service teachers’ science teaching efficacy and classroom management beliefs. Eurasia Journal of Mathematics, Science & Teachnology Education, 4(1), 45-54.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Zeki Arsal

Yayımlanma Tarihi 30 Ocak 2015
Yayımlandığı Sayı Yıl 2014 Cilt: 10 Sayı: 3

Kaynak Göster

APA Arsal, Z. (2015). Mikro Öğretimin Öğretmen Adaylarının Sınıf Yönetimi İnançlarına Etkisi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(3), 137-150. https://doi.org/10.17860/efd.41207

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