Transformation of Mathematics Pre-Service Teachers through Action Research: Enhancing Professional Competency and Lesson Planning with the Clinical Supervision Model

Serkan Aslan

Makale detayları

Transformation of Mathematics Pre-Service Teachers through Action Research: Enhancing Professional Competency and Lesson Planning with the Clinical Supervision Model

Yazarlar:

Serkan Aslan

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitimde Program Geliştirme | Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 1, pp.173-224

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001342104

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 This action research examined the impact of the clinical supervision model on pre-service mathematics teachers skills in designing lesson plans based on the 5E learning model and their professional competencies. The study involved 12 pre-service teachers in a public universitys elementary mathematics teacher education program. The clinical supervision model was implemented over seven weeks, during which pre-service teachers were guided in designing and implementing lesson plans. Data were collected through a lesson plan evaluation rubric, a teaching-learning process evaluation scale, a professional competency scale, semi-structured interviews, and the researchers diary. The studys findings demonstrated that the clinical supervision model was effective in improving pre-service teachers skills in designing lesson plans based on the 5E learning model and enhancing their professional competencies. By the end of the clinical supervision process, pre-service teachers could select teaching materials, assessment tools, and instructional methods more effectively in alignment with the learning objectives. Additionally, they gained a deeper understanding of the stages of the 5E learning model and prepared lesson plans more systematically by this model. The study concluded that pre-service teachers professional competencies improved, and their subject matter and pedagogical knowledge deepened. This research provides significant insights into the potential of integrating the clinical supervision model into teacher education programs to support the professional development of pre-service teachers and highlights the need for its broader application in teacher training.

 This action research examined the impact of the clinical supervision model on pre-service mathematics teachers skills in designing lesson plans based on the 5E learning model and their professional competencies. The study involved 12 pre-service teachers in a public universitys elementary mathematics teacher education program. The clinical supervision model was implemented over seven weeks, during which pre-service teachers were guided in designing and implementing lesson plans. Data were collected through a lesson plan evaluation rubric, a teaching-learning process evaluation scale, a professional competency scale, semi-structured interviews, and the researchers diary. The studys findings demonstrated that the clinical supervision model was effective in improving pre-service teachers skills in designing lesson plans based on the 5E learning model and enhancing their professional competencies. By the end of the clinical supervision process, pre-service teachers could select teaching materials, assessment tools, and instructional methods more effectively in alignment with the learning objectives. Additionally, they gained a deeper understanding of the stages of the 5E learning model and prepared lesson plans more systematically by this model. The study concluded that pre-service teachers professional competencies improved, and their subject matter and pedagogical knowledge deepened. This research provides significant insights into the potential of integrating the clinical supervision model into teacher education programs to support the professional development of pre-service teachers and highlights the need for its broader application in teacher training.

 This action research examined the impact of the clinical supervision model on pre-service mathematics teachers skills in designing lesson plans based on the 5E learning model and their professional competencies. The study involved 12 pre-service teachers in a public universitys elementary mathematics teacher education program. The clinical supervision model was implemented over seven weeks, during which pre-service teachers were guided in designing and implementing lesson plans. Data were collected through a lesson plan evaluation rubric, a teaching-learning process evaluation scale, a professional competency scale, semi-structured interviews, and the researchers diary. The studys findings demonstrated that the clinical supervision model was effective in improving pre-service teachers skills in designing lesson plans based on the 5E learning model and enhancing their professional competencies. By the end of the clinical supervision process, pre-service teachers could select teaching materials, assessment tools, and instructional methods more effectively in alignment with the learning objectives. Additionally, they gained a deeper understanding of the stages of the 5E learning model and prepared lesson plans more systematically by this model. The study concluded that pre-service teachers professional competencies improved, and their subject matter and pedagogical knowledge deepened. This research provides significant insights into the potential of integrating the clinical supervision model into teacher education programs to support the professional development of pre-service teachers and highlights the need for its broader application in teacher training.

 Bu eylem araştırması, klinik danışmanlık modelinin matematik öğretmen adaylarının 5E öğrenme modeline dayalı ders planı hazırlama becerileri ve mesleki yeterlikleri üzerindeki etkisini incelemiştir. Araştırmaya, bir devlet üniversitesinin ilköğretim matematik öğretmenliği programında öğrenim gören 12 öğretmen adayı katılmıştır. Klinik danışmanlık modeli, yedi hafta boyunca uygulanmış ve bu süreçte öğretmen adaylarına ders planı hazırlama ve uygulama konusunda rehberlik edilmiştir. Araştırma verileri, ders planı değerlendirme rubriği, öğrenme-öğretme süreci değerlendirme dereceli ölçeği, mesleki yeterlik ölçeği, yarı yapılandırılmış görüşmeler ve araştırmacı günlüğü ile toplanmıştır. Araştırma sonuçları, klinik danışmanlık modelinin öğretmen adaylarının 5E öğrenme modeline dayalı ders planı hazırlama becerilerini ve mesleki yeterliklerini geliştirmede etkili olduğunu göstermiştir. Öğretmen adayları, klinik danışmanlık süreci sonunda ders planlarında kazanımlara uygun öğretim materyalleri, ölçme-değerlendirme araçları ve öğretim yöntemlerini daha etkili bir şekilde seçebilmişlerdir. Ayrıca, 5E öğrenme modelinin aşamalarını daha iyi anlamış ve ders planlarını bu modele uygun olarak daha düzenli bir şekilde hazırlamışlardır. Araştırmada öğretmen adaylarının mesleki yeterliklerinin geliştiği, alan ve pedagojik bilgilerinin derinleştiği sonucuna ulaşılmıştır. Bu araştırma, öğretmen yetiştirme programlarında klinik danışmanlık modelinin kullanımının yaygınlaştırılması ve öğretmen adaylarının mesleki gelişimlerinin desteklenmesi için önemli bilgiler sunmaktadır.

Makale detayları

Transformation of Mathematics Pre-Service Teachers through Action Research: Enhancing Professional Competency and Lesson Planning with the Clinical Supervision Model

Yazarlar:

Serkan Aslan

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitimde Program Geliştirme | Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 1, pp.173-224

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001342104

pISSN:

2459-1912

Clinical supervision

5E instructional model

Lesson planning

Professional competencyKlinik danışmanlık

5E öğrenme modeli

Ders planı hazırlama

Mesleki yeterlik

Sayı

Makale detayları

Yazarlar: Serkan Aslan

Yayıncı: Gazi University

Ana Başlıklar: Eğitimde Program Geliştirme | Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi: Türk Eğitim Bilimleri Dergisi Vol.23 Issue 1, pp.173-224

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001342104

pISSN: 2459-1912

Sayı

Yazarlar:

Serkan Aslan

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitimde Program Geliştirme | Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 1, pp.173-224

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001342104

pISSN:

2459-1912