BİR MESLEKİ GELİŞİM PROGRAMININ SINIF ÖĞRETMENLERİNİN SÖYLEM BİÇİMİNE ETKİSİ

Bu araştırmanın amacı sınıf öğretmenlerinin sınıf-içi söylemini geliştirmeye yönelik bir mesleki gelişim programının söylem biçimine etkisini incelemektir. Bu çalışmada nitel araştırma modellerinden durum çalışması yaklaşımı kullanılmıştır. Bu amaçla 17 sınıf öğretmeni bir mesleki gelişim programına katılmıştır. Programda dört hafta (haftada üç saat) süren, teorik ve pratik derslerden oluşan sınıf söylemi üzerine bir eğitim verilmiştir. Eğitim öncesi ve sonrası öğretmenlerin uygulamaları öncelikle videoya kaydedilmiş ve sonrasında yazıya çevrilmiştir. Amaçlı örnekleme yöntemiyle seçilen dört öğretmenin verilerine, söylem ve tümdengelimsel içerik analizi yapılmıştır. Söylem analizi, öğretmen ve öğrenci etkileşimi üzerinden öğretmenin amaçladığı kavramı verdiği aşamaya kadar yapılmıştır. Tümdengelimsel içerik analizinde ise öğretmen-öğrenci söylem akışında betimleme, açıklama ve genelleme kodlarının olup olmadığı incelemiştir. Analiz sonucunda öğretmenlerin sınıflarında eğitimden önce genelleme-betimleme şeklinde bir söylem biçimi ortaya çıkmışken eğitimden sonra ve final uygulamalarında betimlemeaçıklama ve genelleme şeklinde bir söylem biçimi ortaya çıktığı belirlenmiştir. Bununla birlikte, bu şekilde bir söylem biçiminin öğrenme ürünlerine olası etkisi alanyazın ışığında tartışılmıştır.

THE EFFECT OF A PROFESSIONAL DEVELOPMENT PROGRAM ON CLASSROOM TEACHERS' DISCOURSE

The purpose of this study is to investigate the impact of a professional development program, aiming to improve classroom discourse, on the forms of utterance. The qualitative case study approach was used as a research design. A total of 17 classroom teachers attended a professional development program. The program lasted four weeks (three hours in a week) and involved theoretical and practical information about classroom discourse. The teachers' classroom practices before and after the program were video-recorded and these recordings were later transcribed. Deductive content and discourse analysis were employed for the analyses of the gathered data, which is taken from the transcriptions of four teachers selected purposively. The student and teacher interaction was analyzed through discourse analysis up to the phase where the teacher introduced the concept at which she/he aimed. The flow of discourse was analyzed through deductive content analysis, so as to determine whether there were description, explanation and generalization codes in the student-teacher interactions. The results indicated that, before the training, in the classrooms generalization-description form of utterance emerged; whereas, after the training and in the final practices, description-explanation-generalization form of utterance surfaced. Furthermore, the possible effect of such form of utterances on learning outcomes was discussed in the light of literature.

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