MIDDLE SCHOOL MATHEMATICS TEACHERS' VIEWS ON THEIR PROFESSIONAL TRAJECTORIES IN THE CONTEXT OF THEIR UNDERGRADUATE EDUCATION

Atilla Özdemir; Tunahan Turhan

Makale detayları

MIDDLE SCHOOL MATHEMATICS TEACHERS' VIEWS ON THEIR PROFESSIONAL TRAJECTORIES IN THE CONTEXT OF THEIR UNDERGRADUATE EDUCATION

Yazarlar:

Atilla Özdemir | Tunahan Turhan

Yayıncı:

Cukurova University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.33 Issue 1, pp.174-202

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316904

pISSN:

1304-8899

Anahtar kelimeler:

Özet:

 Our main aim in this study is to collect the opinions of middle school mathematics teachers about their professional careers in the context of their undergraduate education. To achieve this goal, we used the qualitative method to determine the working group, data collection sources, and data analysis processes. We used four different forms as data collection tools in the study. The study group consisted of 13 mathematics teachers working in public middle schools. Consequently, when examining how mathematics teachers viewed their professional competencies during their undergraduate education, they stated that they felt strong in teaching profession knowledge and professional satisfaction, while experiencing professional difficulties in bureaucracy, education-teaching process, and socio-economic conditions. They said that their undergraduate education was insufficient to prepare them for the profession, and they felt this situation especially in the early years of their careers. They stressed the importance of aligning undergraduate course content with practical applications, advocating for the inclusion of field education courses to bolster the professional capabilities of mathematics educators. In addition, they recommended extending teaching practice opportunities beyond the senior year to encompass the freshman through senior years, thereby further enhancing the pedagogical skills of preservice teachers. Our research is limited to the opinions of the teachers in the study group. For this reason, we recommend that future studies involve all stakeholders in the training of mathematics teachers, focusing on the professional competencies of teachers, and conducting longitudinal studies to assess the effectiveness of changes in undergraduate programs.

 Our main aim in this study is to collect the opinions of middle school mathematics teachers about their professional careers in the context of their undergraduate education. To achieve this goal, we used the qualitative method to determine the working group, data collection sources, and data analysis processes. We used four different forms as data collection tools in the study. The study group consisted of 13 mathematics teachers working in public middle schools. Consequently, when examining how mathematics teachers viewed their professional competencies during their undergraduate education, they stated that they felt strong in teaching profession knowledge and professional satisfaction, while experiencing professional difficulties in bureaucracy, education-teaching process, and socio-economic conditions. They said that their undergraduate education was insufficient to prepare them for the profession, and they felt this situation especially in the early years of their careers. They stressed the importance of aligning undergraduate course content with practical applications, advocating for the inclusion of field education courses to bolster the professional capabilities of mathematics educators. In addition, they recommended extending teaching practice opportunities beyond the senior year to encompass the freshman through senior years, thereby further enhancing the pedagogical skills of preservice teachers. Our research is limited to the opinions of the teachers in the study group. For this reason, we recommend that future studies involve all stakeholders in the training of mathematics teachers, focusing on the professional competencies of teachers, and conducting longitudinal studies to assess the effectiveness of changes in undergraduate programs.

 Our main aim in this study is to collect the opinions of middle school mathematics teachers about their professional careers in the context of their undergraduate education. To achieve this goal, we used the qualitative method to determine the working group, data collection sources, and data analysis processes. We used four different forms as data collection tools in the study. The study group consisted of 13 mathematics teachers working in public middle schools. Consequently, when examining how mathematics teachers viewed their professional competencies during their undergraduate education, they stated that they felt strong in teaching profession knowledge and professional satisfaction, while experiencing professional difficulties in bureaucracy, education-teaching process, and socio-economic conditions. They said that their undergraduate education was insufficient to prepare them for the profession, and they felt this situation especially in the early years of their careers. They stressed the importance of aligning undergraduate course content with practical applications, advocating for the inclusion of field education courses to bolster the professional capabilities of mathematics educators. In addition, they recommended extending teaching practice opportunities beyond the senior year to encompass the freshman through senior years, thereby further enhancing the pedagogical skills of preservice teachers. Our research is limited to the opinions of the teachers in the study group. For this reason, we recommend that future studies involve all stakeholders in the training of mathematics teachers, focusing on the professional competencies of teachers, and conducting longitudinal studies to assess the effectiveness of changes in undergraduate programs.

 Bu çalışmanın temel amacı, ilköğretim matematik öğretmenlerinin lisans eğitimleri bağlamında mesleki kariyerlerine ilişkin görüşlerinin alınmasıdır. Bu amaca ulaşmak için çalışma grubunun belirlenmesi, veri toplama kaynakları ve verilerin analizi süreçlerinde nitel yöntem esas alınmıştır. Çalışma grubunda, resmi orta okullarda görev yapan toplam 13 matematik öğretmeni bulunmaktadır. Araştırmada veri toplama aracı olarak dört ayrı form kullanılmıştır. Sonuç olarak matematik öğretmenlerinin lisans eğitimleri bağlamında mesleki yeterliklerine ilişkin görüşleri incelendiğinde öğretmenlik meslek bilgisi ve mesleki doyum anlamında güçlü hissettikleri, bürokrasi, eğitim-öğretim süreci ile sosyo-ekonomik durumlar bağlamında mesleki zorluk yaşadıklarını ifade etmişlerdir. Lisans eğitimlerinin mesleğe hazırlanmada yetersiz olduğunu bu durumu özellikle mesleklerinin ilk yıllarında hissettiklerini belirtmişlerdir. Lisans ders içeriklerinin matematik öğretmenlerinin mesleki yeterliklerini artırabilmesi adına daha çok uygulamaya dönük ve alan eğitimi dersi ağırlıklı olmasını, öğretmenlik uygulaması derslerine sadece dördüncü sınıfta değil ara sınıflarda da yer verilmesi gerektiğini vurgulamışlardır. Araştırma sadece çalışma gurubundaki öğretmen görüşleri ile sınırlıdır. Bu nedenle matematik öğretmenlerinin yetiştirilmesinde görev alan tüm paydaşlarla öğretmenlerin mesleki yeterlikleri üzerine çalışmalar, değişen lisans programların etkililiğine ilişkin boylamsal çalışmalar yapılabilir.

Makale detayları

MIDDLE SCHOOL MATHEMATICS TEACHERS' VIEWS ON THEIR PROFESSIONAL TRAJECTORIES IN THE CONTEXT OF THEIR UNDERGRADUATE EDUCATION

Yazarlar:

Atilla Özdemir | Tunahan Turhan

Yayıncı:

Cukurova University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.33 Issue 1, pp.174-202

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316904

pISSN:

1304-8899

elementary mathematics education undergraduate program

mathematics education

training of mathematics teachersilköğretim matematik öğretmenliği lisans programı

matematik eğitimi

matematik öğretmeni yetiştirme

Sayı

Makale detayları

MIDDLE SCHOOL MATHEMATICS TEACHERS' VIEWS ON THEIR PROFESSIONAL TRAJECTORIES IN THE CONTEXT OF THEIR UNDERGRADUATE EDUCATION

Yazarlar: Atilla Özdemir | Tunahan Turhan

Yayıncı: Cukurova University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.33 Issue 1, pp.174-202

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001316904

pISSN: 1304-8899

elementary mathematics education undergraduate program

mathematics education

training of mathematics teachersilköğretim matematik öğretmenliği lisans programı

matematik eğitimi

matematik öğretmeni yetiştirme

Sayı

Yazarlar:

Atilla Özdemir | Tunahan Turhan

Yayıncı:

Cukurova University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.33 Issue 1, pp.174-202

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316904

pISSN:

1304-8899