Bilişsel koçluk yaklaşımının öğretmen adaylarının görüşleri açısından irdelenmesi

Bu araştırma, öğretmen adaylarının sınıf içi gözlemlerinden yola çıkarak bilişsel koçlukyaklaşımlarının hangi boyutlarda uygulandığını irdelemek amacı ile yapılmıştır.Araştırma tarama modelinde betimsel bir çalışmadır. Araştırmanın örneklemini ÇukurovaÜniversitesi Eğitim Fakültesi İlköğretim Bölümü Fen ve Teknoloji ile Sınıf ÖğretmenliğiA na Bilim dallarında okuyan 180 dördüncü sınıf öğrencisi oluşturmuştur. Veri toplamaaracı olarak araştırmacılar tarafından hazırlanan Bilişsel Koçluk Anketi (BKA)uygulanmıştır. BKA, bilişsel koçluğun planlama , düşünme ve değerlendirme boyutlarına yönelik 34 maddeden oluşmaktadır. Verilerin analizinde betimsel istatistik vebağımsız gruplar t testi kullanılmıştır. Araştırmanın sonucunda öğretmenlerin bilişselkoçluk bağlamında planlama, düşünme ve değerlendirme boyutlarında yer alanetkinlikleri bazen kullandıkları bulgusuna ulaşılmıştır. Buradan y ola çıkarak,öğretmenlere eleştirel düşünme, yaratıcı düşünme gibi üst düzey düşünce becerilerininkazandırılmasında bilişsel koçluğun öneminin vurgulanması ve bu yönde hizmet içieğitim seminerlerinin verilmesi önerilebilir.

Cognitive coaching approach in view of pre- service teachers

In this research, the students studying at Primary Teaching Department and studying atScience and Technology Department have bee n analyzed in respect to their observationsabout cognitive coaching approach. The research is a descriptive study done through asurvey method. This study has been conducted on the students studying at PrimaryTeaching Department and studying at Science a nd Technology Education Department atÇukurova University in 2008 - 2009 academic years. The research has been done with 180students. Cognitive Coaching Questionnaire (CCQ) has been arranged in order to find outhow much teachers acquire metacognitive skills based on cognitive coaching approach bythe researchers. The data obtained from CCQ has been analyzed via SPSS 15 program.Arithmetic average and standard deviation of the data have been given descriptively, andt-test has been applied on independent gr oups. As a result, in the direction of the dataobtained from CCQ, it has been found out that teacher use the activities related toplanning, thinking and evaluating stages of cognitive coaching when appropriate.

PDF

___

Aldrich , R. S. (2005). Cognitive coaching pratice in on line environments. Unpublished doctorate thesis , Pepperdine Univers ity. Graduate School of Education and Psychology, USA.
Althouse, R. (1994). Investigating Mathematics with Young Children. New York: Teachers College Press.
Aviram, M., Ophir, R., Raviv , D. ve Shiloah , M. (1998). Experiential learning of clinical skills by beginning nursing students: coaching‟‟ project by fourth -year student interns. Journal of Nursing Education . 37(5), 228 - 231.
Azevedo , R., Grene, J. A. & Moos, D. C. (2007). The effect o f a human agent‟s external regulation upon college students‟ hypermedia learning. Metacognition Learning. 2(2 -3), 67 87.
Bloom, G., Castagna, C. & Warren , B. (2003). More than mentors: Principal coaching. Leadership. 32 (5), 20 -23.
Brooks, M. G. & Brooks , J. G. (1999a). In secarh of understanding: The case for constructivist classrooms. Alexandria: Merill Prenticehall.
Brooks, M. G. & Brooks , J. G. (1999b). The courage to be constructivist. Educational Leadership. 57(3), 18 -24.
Cochran, B. & DeChesere, J. (1995). Teacher empowerment through cognitive coaching. Thrust for Educational Leadership, 24(5). 24 28.
Costa, L.A. (1981). Teaching for intelligent behavior. Educational Leadership. 39(1), 29 - 32.
Costa, L.A. (1984). Mediating the metacognitive. Education al Leadership. 42(3), 57 -62.
Costa , A. & Garmston , R. C., (1994). Cognitive coaching. [Online]: http://www.cognitivecoaching.com/ adresinden 15 Aralık 2006 tarihinde indirilmiştir.
Costa, L.A & Kallick, B.(2000). Getting into the habit of reflection. Educational Leadersh ip. 57(7), 60 62.
Desoete, A. (2008). Multi-method assessment of metacognitive skills in elementary school children: How you test is what you get. Metacognition Learning . (3) 3, 189 206.
Garmston, R., C. Linder, and Whitaker, J. (1993). Reflections on cognitive coaching. Educatıonal Leadersh ip. 51(2), 57 -60.
Grealish, L. (2000). The skills of coach are an essential element in clinical learning. Journal of Nursing Education . 39(5), 231 233.
Kramarski, B. (2008). Promoting teachers‟ algebraic reasoning and self-regulation with metacognitive guidance. Metacognition Learning. 3(2), 83 99.
Ladyshewsky, R. & Ryan , J. (2002). Reciprocal peer coaching as a strategy for the development of leadership and management competency. In Focusing on the Student Proceedings of the 11 th Annual Teaching Learning Forum, Perth: Edith Cowan University. [Online]: http://lsn.curtin.edu.au/tlf/tlf 2002 adresinden 10 Eylül 2005 tarihinden indirilmiştir.
Ladyshewsky, R. K. (2006). Peer coaching: A constructivist methodology for enhancing critical thinking in postgraduate business education. Higher Education Research and Development. 25(1), 67 -84.
Lovely, S. (2004). Scaffolding for new leaders: Coaching and mentoring helps rookie principals grow on the jop and gain confidence. School Administrator. 61(6), 10 13.
Mevarech , Z. R. & Amrany, C. (2008). Immediate and delayed effects of meta -cognitive instruction on regula tion of cognition and mathematics achievement. Metacognition Learning . 3(2), 147 157.
NCTM, (2000). Principles and Standards for School Mathematics . Reston, VA: National Council of Teachers of Mathematics.
Shamir, A., Gida, C., & Mevarech, Z. R. (2008). The assessment of meta -cognition in different contexts: individualized and peer assisted learning . Paper presented at the annual meeting of AERA, NY.
Showers, B. (1985). Teachers coaching teachers. Educational Leadership. 42(7), 43 48.
Slinger, J. L. (2004). Cognitive coaching: Impact on students ınfluence on teachers. Unpublished doctorate thesis, College of Education Universty of Denver.
Urena, S. (2008). Design and validation of a multimethod assessment of metacognition and study of the effectiveness of metacognitive interventions. Unpublished doctorate thesis, Graduate School of Clemson University.
Velde, B P., Wittman, P. P. & Vos, P. (2006). Development of critical thinking inoccupational therapy students. Occupational Therapy International. 13(1), 49 6 0.
Von Glasersfeld, E. (1995). Radical Constructivism. London: The Falmer Press.
Vrugt, A. & Oort, F. J. (2008). Metacognition, achievement goals, study strategies and academic achievement: Pathways to achievement‟. Metacognition Learning . 3(2), 123 146.
Waddell, D. L. & Dunn , N. (2005). Peer coaching: the next step in staff development. The Journal of Continuing Education in Nursing . 36(2), 84 -89.
Zohar, A. & Ben David , A. (2008). Explicit teaching of meta -strategic knowledge in authentic classroom situations. Metacognition Learning. 3(1), 59 82.