An Investigation of Pre-Service Mathematics Teachers' Expectations Toward the Course of School Experience: “Face to Face and Online Learning Experiences”

Aysel Şen Zeytun; Hasret Nuhoğlu

Makale detayları

An Investigation of Pre-Service Mathematics Teachers' Expectations Toward the Course of School Experience: “Face to Face and Online Learning Experiences”

Yazarlar:

Aysel Şen Zeytun | Hasret Nuhoğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.386-415

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001344207

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 The purpose of this study is to identify the expectations of pre-service primary school mathematics teachers regarding the Teaching Practice I and II courses and to evaluate their suggestions for improving the courses based on their experiences. The Teaching Practice course comprises two hours of theoretical instruction and six hours of practical application, and it is a mandatory course for fourth-year teacher candidates, taken over two semesters. Within the scope of the research, the Teaching Practice I course was conducted face-to-face, while the Teaching Practice II course was conducted online due to the mandatory circumstances earthquake. The study group consisted of 17 pre-service teachers enrolled in the mathematics teaching program and attending both Teaching Practice I and II courses. The research was designed using a phenomenological approach, one of the qualitative research methods. Pre-service teachers were asked about their expectations regarding the course before it began, and at the end of the course, data were collected on how their expectations had changed during the second semester, the opportunities and limitations of conducting the course online, and their suggestions for benefiting more from the course. The data obtained from the pre-service teachers were analyzed using descriptive analysis. The results of the study revealed that while they expressed some positive views on the technical aspects of conducting the course online, they generally had negative opinions. In the final section, suggestions from the pre-service teachers for improving the course are presented.

 The purpose of this study is to identify the expectations of pre-service primary school mathematics teachers regarding the Teaching Practice I and II courses and to evaluate their suggestions for improving the courses based on their experiences. The Teaching Practice course comprises two hours of theoretical instruction and six hours of practical application, and it is a mandatory course for fourth-year teacher candidates, taken over two semesters. Within the scope of the research, the Teaching Practice I course was conducted face-to-face, while the Teaching Practice II course was conducted online due to the mandatory circumstances earthquake. The study group consisted of 17 pre-service teachers enrolled in the mathematics teaching program and attending both Teaching Practice I and II courses. The research was designed using a phenomenological approach, one of the qualitative research methods. Pre-service teachers were asked about their expectations regarding the course before it began, and at the end of the course, data were collected on how their expectations had changed during the second semester, the opportunities and limitations of conducting the course online, and their suggestions for benefiting more from the course. The data obtained from the pre-service teachers were analyzed using descriptive analysis. The results of the study revealed that while they expressed some positive views on the technical aspects of conducting the course online, they generally had negative opinions. In the final section, suggestions from the pre-service teachers for improving the course are presented.

 The purpose of this study is to identify the expectations of pre-service primary school mathematics teachers regarding the Teaching Practice I and II courses and to evaluate their suggestions for improving the courses based on their experiences. The Teaching Practice course comprises two hours of theoretical instruction and six hours of practical application, and it is a mandatory course for fourth-year teacher candidates, taken over two semesters. Within the scope of the research, the Teaching Practice I course was conducted face-to-face, while the Teaching Practice II course was conducted online due to the mandatory circumstances earthquake. The study group consisted of 17 pre-service teachers enrolled in the mathematics teaching program and attending both Teaching Practice I and II courses. The research was designed using a phenomenological approach, one of the qualitative research methods. Pre-service teachers were asked about their expectations regarding the course before it began, and at the end of the course, data were collected on how their expectations had changed during the second semester, the opportunities and limitations of conducting the course online, and their suggestions for benefiting more from the course. The data obtained from the pre-service teachers were analyzed using descriptive analysis. The results of the study revealed that while they expressed some positive views on the technical aspects of conducting the course online, they generally had negative opinions. In the final section, suggestions from the pre-service teachers for improving the course are presented.

 Bu çalışmanın amacı ilköğretim matematik öğretmen adaylarının öğretmenlik uygulaması I ve II dersine yönelik beklentilerini tespit etmek ve ders deneyimlerini göz önünde bulundurarak dersin geliştirilmesine yönelik önerilerini değerlendirmektir. Öğretmenlik Uygulaması dersi iki saat teorik, altı saat uygulama içeren ve dördüncü sınıfa devam eden öğretmen adaylarının iki dönemde alması gereken zorunlu bir derstir. Araştırma kapsamında Öğretmenlik Uygulaması I dersi yüz yüze, Öğretmenlik Uygulaması II dersi zorunlu olarak deprem kaynaklı çevrim içi ortamda yürütülmüştür. Araştırmanın çalışma grubunu matematik öğretmenliği programında öğrenim gören ve Öğretmenlik Uygulaması I ve II derslerine devam eden 17 öğretmen adayı oluşturmaktadır. Araştırma nitel araştırma yöntemlerinden fenomenolojik desen ile tasarlanmıştır. Öğretmen adaylarına ders öncesinde ders ile ilgili beklentileri sorulmuş, dersin sonunda da ders beklentilerinin ikinci dönem nasıl değiştiği, dersin çevrim içi olarak yürütülmesinin fırsatları ve sınırlılıkları ve bu dersten daha fazla faydalanabilmek için önerileri veri olarak toplanmıştır. Öğretmen adaylarından elde edilen veriler betimsel analiz ile değerlendirilmiştir. Araştırmanın sonuçları öğretmen adaylarının dersin çevrim içi gerçekleştirilmesine yönelik teknik bazı alanlarda olumlu görüş bildirirken genel olarak olumsuz görüş bildirdiklerini ortaya koymuştur. Son kısımda ise öğretmen adaylarının dersin geliştirilmesi için önerilerine yer verilmiştir. Öneriler, Öğretmenlik Uygulaması derslerinin geliştirilmesine olanak sağlayacaktır.

Makale detayları

An Investigation of Pre-Service Mathematics Teachers' Expectations Toward the Course of School Experience: “Face to Face and Online Learning Experiences”

Yazarlar:

Aysel Şen Zeytun | Hasret Nuhoğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.386-415

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001344207

pISSN:

2602-2850

Teaching practice course

expectations

pre-service mathematics teachers

online education (distance education)Öğretmenlik uygulaması dersi

beklentiler

matematik öğretmen adayları

çevrim içi eğitim (uzaktan eğitim)

Sayı

Makale detayları

Yazarlar: Aysel Şen Zeytun | Hasret Nuhoğlu

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Matematik Eğitimi

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.386-415

Belge Tipi: Makale

Yayın Tarihi: 3/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001344207

pISSN: 2602-2850

Sayı

Yazarlar:

Aysel Şen Zeytun | Hasret Nuhoğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.386-415

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001344207

pISSN:

2602-2850