Abstract
“Öğretim Perspektifi” kavramı Pratt (1998) tarafından geliştirilmiş olup eğitimcilerin öğretime nasıl baktıklarını tanımlayan bir kavramdır. Bu araştırmanın amacı sınıf öğretmeni adaylarının öğretim perspektiflerinin ne düzeyde olduğunu incelemek ve çeşitli değişkenlere göre anlamlı olarak farklılaşıp farklılaşmadığını görmektir. Sınıf öğretmeni adaylarının öğretim perspektiflerini incelemek amacıyla, Çanakkale Onsekiz Mart Üniversitesinde öğrenim görmekte olan 109 sınıf öğretmeni adayına ölçek uygulanmıştır. Sınıf öğretmeni adaylarının öğretim perspektifleri incelenirken cinsiyet değişkenine, eğitim fakültesi tercihini isteyerek yapma durumuna ve öğretmenlik mesleğine kendini hazır hissetme durumuna göre incelenmiştir. Araştırmada sınıf öğretmeni adaylarının öğretim perspektiflerinin cinsiyet değişkenlerine göre anlamlı olarak farklılaşmadığı ortaya çıkmıştır. Eğitim fakültesi tercihini isteyerek yapma değişkenine göre “Teşvik etme” hariç diğer perspektiflerde anlamlı farklılık görülmüştür. Öğretmenlik mesleğine kendini hazır hissetme değişkenine göre ise sadece “Aktarma” ve “Toplumsal reform” perspektiflerinde anlamlı farklılaşma olmuştur. 109 sınıf öğretmeni adayının sahip olduğu öğretim perspektifleri (Aktarma, Yetiştirme, Geliştirme, Teşvik Etme, Toplumsal Reform) incelendiğinde %42(46) oranında baskın perspektif “Teşvik etme” olurken bu oran “Toplumsal reform” perspektifinde sadece %2(2) oranında kendini göstermiştir.
Keywords
sınıf eğitimi sınıf öğretmeni adayları öğretim perspektifi öğretim perspektifleri envanteri
References
- Apps, J. (1996). Teaching from the heart: Professional practices in adult education and human resource development series. Malabar, FL: Krieger.
- Brookfield, S. D. (2006). The skillful teacher (2nd ed.). San Francisco, CA: Jossey-Bass.
- Brown, G. T., Lake, R. & Matters, G. (2009). Assessment Policy and Practice Effects on New Zealand and Queensland Teachers’ Conceptions of Teaching. Journal of Education for Teaching, 35 (1): 61 - 75.
- Büyüköztürk, Ş.; Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2008). Bilimsel Araştırma Yöntemleri (Onüçüncü baskı), Pegem Akademi Yayınları, Ankara.
- Clark, A., & Jarvis-Selinger, S. (2005). What the Teaching Perspectives of Cooperating Teachers Tell us About their Advisory Practices. Teaching and Teacher Education, 21 (1): 65 - 78.
- Collins, J. B., Selinger, S. J., & Pratt, D. D. (2003). How do perspectives on teaching vary across disciplinary majors for students enrolled in teacher preparation. University of British Columbia.
- Collins, J., & Pratt, D. (2011). The Teaching Perspectives Inventory at 10 Years and 100000 Respondents: Reliability and Validity of a Teacher Self-Report Inventory. Adult Education Quarterly, 61 (4): 358 – 375.
- Deggs, D., Machtmes, K., & Johnson, E. (2008). The Significance of Teaching Perspectives Among Academic Disciplines. College Teaching Methods & Styles Journal, 4 (8): 1 - 8.
- Doğan, E. (2018). Sınıf Öğretmenlerinin Öğretim Perspektifleri. (Yayımlanmamış yüksek lisans tezi). Çanakkale Onsekiz Mart Üniversitesi Eğitim Bilimleri Enstitüsü, Çanakkale
- Doğan, E. & Demir, M. K. (2019). Sınıf Öğretmenlerinin Öğretim Perspektifleri. Social Sciences Studies Journal , vol.5, 318-330.
- George, D., & Mallery, P. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference (17.0 update (10a ed.) b.). Boston: Pearson.
- Hyndman, B. (2014). Exploring the differences in teaching perspectives between Australian pre-service and graduate physical education teachers, Journal of Physical Education and Sport
- Jarvis, S. (2002). Journeys toward becoming teachers: charting the course of professional development. Unpublished dissertation, The Universityof British Columbia, Vancouver, British Columbia.
- Jarvis-Selinger, S., Collins, J., & Pratt, D. (2007). Do Academic Origins Influence Perspectives on Teaching. Teacher Education Quarterly, 34 (3): 67 - 81.
- Karasar, N. (1999). Bilimsel Araştırma Yöntemi, Nobel Yayın Dağıtım, Ankara.
- Kember, D. (1997). A reconeeptialization of the research into university academics. Conceptions of teaehing. Learning and Instruction, 7, 255 - 275.
- Pratt, D. D. (1998). Five perspectives on teaching in adult and higher education. Malabar, FL: Krieger Publishing Company.
- Pratt, D. D., & Associates. ( 1998). Five perspectives on teaching in adult and higher education. Malabar, FL: Krieger.
- Pratt, D. D., & Collins, J. B. (2000). The Teaching Perspectives Inventory(TPI). Paper presented at the adult education research conference, Vancouver, British Columbia.
- Pratt, D. D., Arseneau, R., & Collins, J. B. (2001). Theoretical foundations: reconsidering ‘good teaching’ across the continuum of medical education. Journal of Continuing Education in the Health Professions, 21 (2), 70 – 81.
- Pratt, D. D., Collins, J. B., & Selinger, S. J. (2001, April). Development and use of the Teaching Perspectives Inventory (TPI). In annual meeting of the American Educational Research Association, Seattle Washington.
- Pratt, D. D. (2002). Good teaching: One size fits all? New Directions for Adult and Continuing Education, 93 (Spring), 5 - 15.
- Pratt, D. D. (2002). Alternative Frames of Understanding. https://www.researchgate.net/profile/Daniel_Pratt2/publication/254074500_Conceptions_of_Teaching/links/570050ff08ae650a64f80df3.pdf adresinden 16 Aralık 2020 tarihinde indirildi.
- Pratt, D. D., Sadownick, L., & Jarvis-Selinger, S. (2011). Pedagogical BIASes and clinical teaching in medicine. In L. M. English (Ed.), Health and adult ¡earning (pp. 273-296). Toronto, Ontario, Canada: University of Toronto Press.
- Trigwell, K., & Prosser, M. (2004). Development and Use of the Approaches to Teaching Inventory. Educational Psychology Review 16(4):409 - 424.
- Üstüner, Mehmet. (2004). GeçmiĢten Günümüze Türk Eğitim Sisteminde Öğretmen YetiĢtirme ve Günümüz Sorunları. İnönü Üniversitesi Eğitim Fakültesi Dergisi,5(7)
Abstract
The concept of “Teaching Perspective” was developed by Pratt (1998) and is a concept that defines how educators view teaching. The aim of this study is to examine classroom teacher candidates' teaching perspectives and to see their differentiation according to variables. In order to examine the teaching perspectives of classroom teacher candidates, the scale was applied to 109 classroom teacher candidates studying at Çanakkale Onsekiz Mart University. Classroom teacher candidates educational perspectives were examined according to the gender variable, the state of willingly making the choice of the Faculty of education and the state of feeling ready for the teaching profession. There is no significant difference in the teachers' perspectives of classroom teacher candidates according to gender variables. According to the variable of voluntarily making the choice of education faculty, there is no significant difference only in "Nurturing". According to the variable of feeling ready for the teaching profession, there was a significant difference only in the "Transmission" and "Social reform" perspectives. When the teaching perspectives (Transmission, Apprenticeship, Developmental, Nurturing, Social Reform) of 109 classroom teacher candidates were examined, 42(46)% of the dominant perspective was “Nurturing”, while only 2(2)% showed themselves in the “Social Reform” perspective.
Keywords
classroom education classroom teacher candidates teaching perspective teaching perspectives inventory
References
- Apps, J. (1996). Teaching from the heart: Professional practices in adult education and human resource development series. Malabar, FL: Krieger.
- Brookfield, S. D. (2006). The skillful teacher (2nd ed.). San Francisco, CA: Jossey-Bass.
- Brown, G. T., Lake, R. & Matters, G. (2009). Assessment Policy and Practice Effects on New Zealand and Queensland Teachers’ Conceptions of Teaching. Journal of Education for Teaching, 35 (1): 61 - 75.
- Büyüköztürk, Ş.; Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2008). Bilimsel Araştırma Yöntemleri (Onüçüncü baskı), Pegem Akademi Yayınları, Ankara.
- Clark, A., & Jarvis-Selinger, S. (2005). What the Teaching Perspectives of Cooperating Teachers Tell us About their Advisory Practices. Teaching and Teacher Education, 21 (1): 65 - 78.
- Collins, J. B., Selinger, S. J., & Pratt, D. D. (2003). How do perspectives on teaching vary across disciplinary majors for students enrolled in teacher preparation. University of British Columbia.
- Collins, J., & Pratt, D. (2011). The Teaching Perspectives Inventory at 10 Years and 100000 Respondents: Reliability and Validity of a Teacher Self-Report Inventory. Adult Education Quarterly, 61 (4): 358 – 375.
- Deggs, D., Machtmes, K., & Johnson, E. (2008). The Significance of Teaching Perspectives Among Academic Disciplines. College Teaching Methods & Styles Journal, 4 (8): 1 - 8.
- Doğan, E. (2018). Sınıf Öğretmenlerinin Öğretim Perspektifleri. (Yayımlanmamış yüksek lisans tezi). Çanakkale Onsekiz Mart Üniversitesi Eğitim Bilimleri Enstitüsü, Çanakkale
- Doğan, E. & Demir, M. K. (2019). Sınıf Öğretmenlerinin Öğretim Perspektifleri. Social Sciences Studies Journal , vol.5, 318-330.
- George, D., & Mallery, P. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference (17.0 update (10a ed.) b.). Boston: Pearson.
- Hyndman, B. (2014). Exploring the differences in teaching perspectives between Australian pre-service and graduate physical education teachers, Journal of Physical Education and Sport
- Jarvis, S. (2002). Journeys toward becoming teachers: charting the course of professional development. Unpublished dissertation, The Universityof British Columbia, Vancouver, British Columbia.
- Jarvis-Selinger, S., Collins, J., & Pratt, D. (2007). Do Academic Origins Influence Perspectives on Teaching. Teacher Education Quarterly, 34 (3): 67 - 81.
- Karasar, N. (1999). Bilimsel Araştırma Yöntemi, Nobel Yayın Dağıtım, Ankara.
- Kember, D. (1997). A reconeeptialization of the research into university academics. Conceptions of teaehing. Learning and Instruction, 7, 255 - 275.
- Pratt, D. D. (1998). Five perspectives on teaching in adult and higher education. Malabar, FL: Krieger Publishing Company.
- Pratt, D. D., & Associates. ( 1998). Five perspectives on teaching in adult and higher education. Malabar, FL: Krieger.
- Pratt, D. D., & Collins, J. B. (2000). The Teaching Perspectives Inventory(TPI). Paper presented at the adult education research conference, Vancouver, British Columbia.
- Pratt, D. D., Arseneau, R., & Collins, J. B. (2001). Theoretical foundations: reconsidering ‘good teaching’ across the continuum of medical education. Journal of Continuing Education in the Health Professions, 21 (2), 70 – 81.
- Pratt, D. D., Collins, J. B., & Selinger, S. J. (2001, April). Development and use of the Teaching Perspectives Inventory (TPI). In annual meeting of the American Educational Research Association, Seattle Washington.
- Pratt, D. D. (2002). Good teaching: One size fits all? New Directions for Adult and Continuing Education, 93 (Spring), 5 - 15.
- Pratt, D. D. (2002). Alternative Frames of Understanding. https://www.researchgate.net/profile/Daniel_Pratt2/publication/254074500_Conceptions_of_Teaching/links/570050ff08ae650a64f80df3.pdf adresinden 16 Aralık 2020 tarihinde indirildi.
- Pratt, D. D., Sadownick, L., & Jarvis-Selinger, S. (2011). Pedagogical BIASes and clinical teaching in medicine. In L. M. English (Ed.), Health and adult ¡earning (pp. 273-296). Toronto, Ontario, Canada: University of Toronto Press.
- Trigwell, K., & Prosser, M. (2004). Development and Use of the Approaches to Teaching Inventory. Educational Psychology Review 16(4):409 - 424.
- Üstüner, Mehmet. (2004). GeçmiĢten Günümüze Türk Eğitim Sisteminde Öğretmen YetiĢtirme ve Günümüz Sorunları. İnönü Üniversitesi Eğitim Fakültesi Dergisi,5(7)
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Online First |
| Authors | |
| Publication Date | December 15, 2021 |
| Submission Date | March 8, 2021 |
| Published in Issue | Year 2021Volume: 6 Issue: 2 |
Dear Colleagues,
We are very pleased to announce that the latest issue of IHEAD (Vol. 9- Iss. 1) has been released. We kindly want to express our speacial thanks to the editorial board members, reviewers, and authors for their invaluable contribution to this issue. Also, we are delighted to announce that the next issue (Vol. 9- Iss. 2) of the IHEAD will be available online in December, 2024. As of January, 2024, IHEAD has been accepting submissions in English along with Turkish. Handling your papers within the scope education for the next issue will be a great pleasure for us. Many thanks in advance for your contributions.
Editorial Board
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