Teacher Candidates Opinion on the Teaching of Professional Knowledge Courses in 1997, 2006, and 2018 Teacher Education Programs

Derya Atik Kara

Makale detayları

Teacher Candidates Opinion on the Teaching of Professional Knowledge Courses in 1997, 2006, and 2018 Teacher Education Programs

Yazarlar:

Derya Atik Kara

Yayıncı:

Bayburt University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.18 Issue 40, pp.1236-1273

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300461

pISSN:

1307-1076

Anahtar kelimeler:

Özet:

 Within the scope of this study, it is aimed to explain how teacher education programs are experienced from the perspective of teacher candidates. The data of the study, which was designed as a case study, were collected through semi-structured interviews and document analysis conducted with 44 teacher candidates who received education based on teacher training programs implemented in 1997, 2006 and 2018. As a result of the study, it was found that similar problems were experienced in the implementation of three different programs. Among these problems were conducting the courses theoretically and including relatively little place for practice, ineffectiveness of the methods-techniques used in the courses, crowded classrooms, and inability to associate the courses with the specific field. On the other hand, it was seen that positive opinions about the teaching profession courses increased and that the positive and supportive attitudes of the instructors were especially effective for the lessons to be considered important. Professional knowledge courses are the courses that are expected to make the candidates acquire knowledge and skills about the teaching profession and gain positive attitudes and values as well. In this respect, it is thought that taking into account the experiences and expectations of teacher candidates in the arrangements for the learning-teaching process of the courses will increase the quality and function of the courses.

 Within the scope of this study, it is aimed to explain how teacher education programs are experienced from the perspective of teacher candidates. The data of the study, which was designed as a case study, were collected through semi-structured interviews and document analysis conducted with 44 teacher candidates who received education based on teacher training programs implemented in 1997, 2006 and 2018. As a result of the study, it was found that similar problems were experienced in the implementation of three different programs. Among these problems were conducting the courses theoretically and including relatively little place for practice, ineffectiveness of the methods-techniques used in the courses, crowded classrooms, and inability to associate the courses with the specific field. On the other hand, it was seen that positive opinions about the teaching profession courses increased and that the positive and supportive attitudes of the instructors were especially effective for the lessons to be considered important. Professional knowledge courses are the courses that are expected to make the candidates acquire knowledge and skills about the teaching profession and gain positive attitudes and values as well. In this respect, it is thought that taking into account the experiences and expectations of teacher candidates in the arrangements for the learning-teaching process of the courses will increase the quality and function of the courses.

 Within the scope of this study, it is aimed to explain how teacher education programs are experienced from the perspective of teacher candidates. The data of the study, which was designed as a case study, were collected through semi-structured interviews and document analysis conducted with 44 teacher candidates who received education based on teacher training programs implemented in 1997, 2006 and 2018. As a result of the study, it was found that similar problems were experienced in the implementation of three different programs. Among these problems were conducting the courses theoretically and including relatively little place for practice, ineffectiveness of the methods-techniques used in the courses, crowded classrooms, and inability to associate the courses with the specific field. On the other hand, it was seen that positive opinions about the teaching profession courses increased and that the positive and supportive attitudes of the instructors were especially effective for the lessons to be considered important. Professional knowledge courses are the courses that are expected to make the candidates acquire knowledge and skills about the teaching profession and gain positive attitudes and values as well. In this respect, it is thought that taking into account the experiences and expectations of teacher candidates in the arrangements for the learning-teaching process of the courses will increase the quality and function of the courses.

 Bu araştırma kapsamında öğretmen eğitimi programlarının nasıl deneyimlendiği öğretmen adaylarının gözünden açıklanmaya çalışılmıştır. Durum çalışması ile desenlenen araştırmanın verileri 1997, 2006 ve 2018 yıllarında uygulamaya konulan öğretmen eğitimi programlarında öğrenim gören 44 öğretmen adayı ile gerçekleştirilen yarı yapılandırılmış görüşmeler ve doküman incelemesi ile toplanmıştır. Araştırma sonucunda üç farklı programın meslek bilgisi boyutunun uygulanışına dair benzer sorunların yaşandığı görülmüştür. Bu sorunlar arasında derslerin kuramsal ağırlıklı yürütülmesi ve uygulamaya daha az yer verilmesi, kullanılan öğretim yöntem-tekniklerin etkili olmayışı, sınıfların kalabalıklığı, derslerin özel alan ile ilişkilendirilememesi sayılabilir. Öte yandan öğretmenlik meslek bilgisi derslerine ilişkin olumlu görüşlerin arttığı, özellikle öğretim elemanlarının olumlu ve destekleyici tavırlarının derslerin önemsenmesinde etkili olduğu görülmüştür. Meslek bilgisi dersleri öğretmen adaylarına öğretmenlik mesleğine dair bilgi ve becerilerin yanında olumlu tutum ve değerlerin kazandırılması beklenen derslerdir. Bu doğrultuda, derslerin öğrenme-öğretme sürecine yönelik düzenlemelerde öğretmen adaylarının deneyimleri ve beklentilerini dikkate almanın derslerin niteliğini ve işlevini artıracağı düşünülmektedir.

Makale detayları

Teacher Candidates Opinion on the Teaching of Professional Knowledge Courses in 1997, 2006, and 2018 Teacher Education Programs

Yazarlar:

Derya Atik Kara

Yayıncı:

Bayburt University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.18 Issue 40, pp.1236-1273

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300461

pISSN:

1307-1076

Case study

teacher candidates

teacher education programs

professional teaching knowledge coursesDurum çalışması

öğretmen adayı

öğretmen eğitimi programları

öğretmenlik meslek bilgisi dersleri

Sayı

Makale detayları

Yazarlar: Derya Atik Kara

Yayıncı: Bayburt University

Ana Başlıklar: Alan Eğitimleri

Dergi: Bayburt Eğitim Fakültesi Dergisi Vol.18 Issue 40, pp.1236-1273

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001300461

pISSN: 1307-1076

Sayı

Yazarlar:

Derya Atik Kara

Yayıncı:

Bayburt University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.18 Issue 40, pp.1236-1273

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300461

pISSN:

1307-1076