Ders İmecesi Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi

Pınar GÜNER, (İstanbul Üniversitesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, İstanbul, Türkiye)
Didem AKYÜZ (Orta Doğu Teknik Üniversitesi, Matematik ve Fen Bilimleri Eğitimi Bölümü)
İlköğretim Online (elektronik)
21 5
Yıl: 2017 Cilt: 16 Sayı: 2 Sayfa Aralığı: 428 - 452 Metin Dili: Türkçe DOI: 10.17051/ilkonline.2017.304709 İndeks Tarihi: 29-07-2022

Ders İmecesi Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi

Öz:
Bu çalışmanın amacı ders imecesi (lesson study) mesleki gelişim modelinin uygulanma sürecinde öğretmen adaylarının öğrencilerin matematiksel düşünmelerini fark etme becerilerini incelemek ve adayların bu modelin kullanımına yönelik görüşlerini sunmaktır. Bu kapsamda, araştırmanın çalışma grubunu, ilköğretim matematik öğretmenliği programının son sınıfında öğrenim gören dört öğretmen adayı oluşturmaktadır. Nitel araştırma yöntemlerinden durum çalışmasının kullanıldığı bu araştırmada veri toplama araçlarını görüşme, gözlem, alan notları, video transkriptleri ve ders planı oluşturmaktadır. Öğretmen adaylarının öğrencilerin matematiksel düşünmelerini fark etme becerilerini yorumlamak için van Es (2011) tarafından geliştirilen dört düzeyden oluşan bir teorik çerçeveden faydalanılmıştır. Elde edilen bulgular, ders imecesi modelinin uygulanması sürecinde öğretmen adaylarının öğrencilerin matematiksel düşünmelerine yönelik fark etme düzeylerinin düşük olduğunu, adayların bu mesleki gelişim modelinin kullanımına yönelik görüşlerinin olumlu olduğunu ve ders imecesi modelinin pek çok açıdan farkındalıklarını arttırdığını göstermektedir.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları Matematik

Lesson Study Professional Development Model: Investigating Noticing Skills of Prospective Mathematics Teachers

Öz:
The purpose of this study was to investigate prospective mathematics teachers' noticing of students' mathematical thinking during the implementation process of lesson study professional development model and to present the views of prospective teachers on the use of this model. The study was conducted with the participation of four prospective mathematics teachers who were attending senior class of a university. Case study was conducted as a research methodology. Data collection process was based on interviews, observations, field notes, video transcripts and lesson plan. To analyse and interpret the skills of prospective teachers' noticing students' mathematical thinking, a framework consisting of four levels which was developed by van Es (2011) was used. The findings showed that noticing skills of prospective teachers about students' mathematical thinking were low, their views were positive in terms of using this professional development model and lesson study was helpful to provide awareness on several counts.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları Matematik
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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APA Güner P, AKYÜZ D (2017). Ders İmecesi Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi. , 428 - 452. 10.17051/ilkonline.2017.304709
Chicago Güner Pınar,AKYÜZ DİDEM Ders İmecesi Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi. (2017): 428 - 452. 10.17051/ilkonline.2017.304709
MLA Güner Pınar,AKYÜZ DİDEM Ders İmecesi Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi. , 2017, ss.428 - 452. 10.17051/ilkonline.2017.304709
AMA Güner P,AKYÜZ D Ders İmecesi Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi. . 2017; 428 - 452. 10.17051/ilkonline.2017.304709
Vancouver Güner P,AKYÜZ D Ders İmecesi Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi. . 2017; 428 - 452. 10.17051/ilkonline.2017.304709
IEEE Güner P,AKYÜZ D "Ders İmecesi Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi." , ss.428 - 452, 2017. 10.17051/ilkonline.2017.304709
ISNAD Güner, Pınar - AKYÜZ, DİDEM. "Ders İmecesi Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi". (2017), 428-452. https://doi.org/10.17051/ilkonline.2017.304709
APA Güner P, AKYÜZ D (2017). Ders İmecesi Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi. İlköğretim Online (elektronik), 16(2), 428 - 452. 10.17051/ilkonline.2017.304709
Chicago Güner Pınar,AKYÜZ DİDEM Ders İmecesi Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi. İlköğretim Online (elektronik) 16, no.2 (2017): 428 - 452. 10.17051/ilkonline.2017.304709
MLA Güner Pınar,AKYÜZ DİDEM Ders İmecesi Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi. İlköğretim Online (elektronik), vol.16, no.2, 2017, ss.428 - 452. 10.17051/ilkonline.2017.304709
AMA Güner P,AKYÜZ D Ders İmecesi Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi. İlköğretim Online (elektronik). 2017; 16(2): 428 - 452. 10.17051/ilkonline.2017.304709
Vancouver Güner P,AKYÜZ D Ders İmecesi Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi. İlköğretim Online (elektronik). 2017; 16(2): 428 - 452. 10.17051/ilkonline.2017.304709
IEEE Güner P,AKYÜZ D "Ders İmecesi Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi." İlköğretim Online (elektronik), 16, ss.428 - 452, 2017. 10.17051/ilkonline.2017.304709
ISNAD Güner, Pınar - AKYÜZ, DİDEM. "Ders İmecesi Mesleki Gelişim Modeli: Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi". İlköğretim Online (elektronik) 16/2 (2017), 428-452. https://doi.org/10.17051/ilkonline.2017.304709
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