Fen Bilimleri Öğretmen Adaylarının Pedagojik Alan Bilgilerinin Boylamsal Olarak İncelenmesi

Bu araştırma, fen bilimleri öğretmen adaylarının Pedagojik Alan Bilgileri (PAB) gelişimlerinin desteklenmesini ve derinlemesine incelenmesini amaçlamaktadır. Nitel araştırma yaklaşımı kullanılan araştırmanın çalışma grubunu 4. sınıfında öğrenim görmekte olan altı fen bilimleri öğretmen adayı oluşturmuştur. Araştırma 2012-2013 güz ve bahar dönemi olmak üzere bir yıl boyunca devam etmiştir. Öğretmen adayları ile özel öğretim yöntemleri II, okul deneyimi ve öğretmenlik uygulaması dersleri kapsamında PAB gelişimlerine yönelik eğitimler verilmiş ve PAB gelişimlerine etkisi incelenmiştir. Araştırmanın verileri gözlem, görüşme ve doküman analizi aracılığıyla toplanmıştır. Öğretmen adaylarının ders planları, mikro öğretim uygulamaları, yarı yapılandırılmış mülakatları ve sınıf içi gözlemlerinden elde edilen veriler betimsel analiz ve içerik analizi sürekli karşılaştırmalı metot ile birlikte analiz edilmiştir. Öğretmen adaylarının PAB gelişimleri Schneider ve Plasman (2011) tarafından ortaya konulan PAB gelişim yörüngesine göre değerlendirilmiştir. Verilerin analiz sonucu olarak, öğretmen adaylarının PAB gelişimlerinin kişiye özgü olarak değişim gösterdiği, bileşenler bazında ise değişimlerin doğrusal olmadığı bulunmuştur. Ancak destekleyici eğitimler sonucunda öğretmen adaylarının PAB'larının geliştiği tespit edilmiştir

Longitudinal Examination of Science Teacher Candidates' Pedagogical Content Knowledge

The aim of this research was to support and perform a detailed examination of science teacher candidates' pedagogical content knowledge (PCK). Conforming in this aim, the study group for research where a qualitative research approach was employed, consisted of six science teacher candidates in the 4thgrade. Research continued for one year during the 2012-2013 autumn and spring terms. Education related to PCK development was provided to teacher candidates under the scope of special teaching methods II, school experience and tutorage application lessons and the effect upon their PCK development was examined. Research data was collected through observation, interview and document analysis. Data obtained from the lesson plans, micro teaching applications, semi-configured interviews and interclass observations of teacher candidates was analysed employing together descriptive analysis and content analysis continuous comparative method. Science teacher candidates' PCK developments were evaluated according to Schneider and Plasman's (2011) PCK progression criteria. As a result of content analysis it was determined that the PCK developments of teacher candidates varied from person to person and that these variations are not linear in terms of their components. However, it was determined that as a result of supportive education the PCK of teacher candidates increased

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