Reflections of In-Service Training Received by Teachers on Geography Teaching Process and Student Achievement

Erkan Dündar; Ülkü Eser Ünaldı

Makale detayları

Reflections of In-Service Training Received by Teachers on Geography Teaching Process and Student Achievement

Yazarlar:

Erkan Dündar | Ülkü Eser Ünaldı

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue 1, pp.349-370

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001294952

pISSN:

1308-8971

Anahtar kelimeler:

Özet:

 Technology integration in education is a crucial issue due to the rapid development of technology today than in the past. The role of teacher competencies is essential to successfully implementing technology integration into teaching. The aim of this study is to determine the reflections of an in-service training IST course, which aims to provide geography teachers with the competencies belonging to the Technological Pedagogical Content Knowledge TPACKe model, one of the most widely used technology integration models today, on geography teaching processes and student achievement. In order to achieve this general aim, mixed methods research design was preferred. Data were collected from five of the geography teachers who participated in the IST through a lesson observation form and from 254 students studying in the schools where these five geography teachers worked through an achievement test. As a result of the analysis of the data obtained, it was determined that according to the course observation results of geography teachers, the least competence was observed in ethics and being open to innovations and the most competence was observed in design and execution. In terms of student achievement, a significant increase was observed in the achievement scores of the students of the teachers who had higher course observation scores, that is, who had more TPACK competences, while no significant increase was observed in the achievement scores of the students of the two teachers with lower course observation scores. According to these results, some suggestions were made for IST design.

 Technology integration in education is a crucial issue due to the rapid development of technology today than in the past. The role of teacher competencies is essential to successfully implementing technology integration into teaching. The aim of this study is to determine the reflections of an in-service training IST course, which aims to provide geography teachers with the competencies belonging to the Technological Pedagogical Content Knowledge TPACKe model, one of the most widely used technology integration models today, on geography teaching processes and student achievement. In order to achieve this general aim, mixed methods research design was preferred. Data were collected from five of the geography teachers who participated in the IST through a lesson observation form and from 254 students studying in the schools where these five geography teachers worked through an achievement test. As a result of the analysis of the data obtained, it was determined that according to the course observation results of geography teachers, the least competence was observed in ethics and being open to innovations and the most competence was observed in design and execution. In terms of student achievement, a significant increase was observed in the achievement scores of the students of the teachers who had higher course observation scores, that is, who had more TPACK competences, while no significant increase was observed in the achievement scores of the students of the two teachers with lower course observation scores. According to these results, some suggestions were made for IST design.

 Technology integration in education is a crucial issue due to the rapid development of technology today than in the past. The role of teacher competencies is essential to successfully implementing technology integration into teaching. The aim of this study is to determine the reflections of an in-service training IST course, which aims to provide geography teachers with the competencies belonging to the Technological Pedagogical Content Knowledge TPACKe model, one of the most widely used technology integration models today, on geography teaching processes and student achievement. In order to achieve this general aim, mixed methods research design was preferred. Data were collected from five of the geography teachers who participated in the IST through a lesson observation form and from 254 students studying in the schools where these five geography teachers worked through an achievement test. As a result of the analysis of the data obtained, it was determined that according to the course observation results of geography teachers, the least competence was observed in ethics and being open to innovations and the most competence was observed in design and execution. In terms of student achievement, a significant increase was observed in the achievement scores of the students of the teachers who had higher course observation scores, that is, who had more TPACK competences, while no significant increase was observed in the achievement scores of the students of the two teachers with lower course observation scores. According to these results, some suggestions were made for IST design.

 Eğitime teknoloji entegrasyonu günümüzdeki teknolojik gelişmelerin değişme hızının da etkisiyle geçmişe göre çok daha önemli bir konu haline gelmiştir. Bu entegrasyonun en başarılı şekilde gerçekleşmesinde ise öğretmen yeterliklerinin rolü oldukça fazladır. Bu araştırmanın amacı günümüzde en çok kullanılan teknoloji entegrasyon modellerinden olan Teknolojik Pedagojik Alan Bilgisi TPAB modeline ait yeterlikleri coğrafya öğretmenlerine kazandırmayı amaçlayan bir hizmet içi eğitim HİE kursunun coğrafya öğretim süreçlerine ve öğrenci başarısına olan yansımalarını belirleyebilmektir. Bu genel amaca ulaşmak için karma yöntem tercih edilmiştir. Belirtilen HİEye katılan coğrafya öğretmenlerinden beşinden ders gözlem formu aracılığıyla; bu beş coğrafya öğretmeninin görev yaptığı okullarda öğrenim gören 254 öğrenciden ise geliştirilen başarı testi aracılığıyla veriler toplanmıştır. Elde edilen verilerin analizi neticesinde coğrafya öğretmenlerinin ders gözlem sonuçlarına göre TPABın yeterlik alanlarından en az etik ve yeniliklere açık olmada yeterlik gözlendiği en çok ise tasarım ve yürütmede yeterlik gözlendiği belirlenmiştir. Öğrenci başarılarında ise ders gözlem puanı daha yüksek olan yani TPAB yeterliklerine daha çok sahip olan öğretmenlerin öğrencilerinin başarı puanlarında belirgin bir artış görülürken ders gözlem puanı daha düşük olan iki öğretmenin öğrencilerinin başarı puanlarında ise anlamlı bir artış görülememiştir. Elde edilen bu sonuçlara göre HİE tasarımına yönelik bazı önerilerde bulunulmuştur.

Makale detayları

Reflections of In-Service Training Received by Teachers on Geography Teaching Process and Student Achievement

Yazarlar:

Erkan Dündar | Ülkü Eser Ünaldı

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue 1, pp.349-370

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001294952

pISSN:

1308-8971

in-service training

TPACK

technology integrationhizmetiçi eğitim

TPAB

teknoloji entegrasyonu

Sayı

Makale detayları

Reflections of In-Service Training Received by Teachers on Geography Teaching Process and Student Achievement

Yazarlar: Erkan Dündar | Ülkü Eser Ünaldı

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Alan Eğitimleri

Dergi: Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue 1, pp.349-370

Belge Tipi: Makale

Yayın Tarihi: 6/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001294952

pISSN: 1308-8971

in-service training

TPACK

technology integrationhizmetiçi eğitim

TPAB

teknoloji entegrasyonu

Sayı

Yazarlar:

Erkan Dündar | Ülkü Eser Ünaldı

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue 1, pp.349-370

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001294952

pISSN:

1308-8971