Kimya Öğretiminde Yeni Deneysel Arayışlar: Öğretmen Adaylarının Yansıtıcı Günlükleri Ekseninde Derinlemesine Bir Bakış

Bu araştırmanın amacı mikro-yansıtıcı öğretim süreci içinde kimya öğretmen adaylarının mesleki yeterliliklerinin gelişimlerine ilişkin kendi görüşlerini yansıtıcı günlükler aracılığıyla belirlemektir. Araştırmada nitel araştırma desenlerinden özel durum çalışması kullanılmıştır. Buna göre öğretmen adaylarının mikro-yansıtıcı öğretim deneyimleri sırasında mesleki yeterlilikleri ile ilgili hangi alanlarda sorun yaşadıklarına, bu sorunları nasıl çözmeye çalıştıklarına ve kendilerini hangi yönlerde geliştirdiklerine odaklanılmıştır. Araştırmanın katılımcıları altı gönüllü kimya öğretmen adayından oluşmaktadır. Uygulamada her bir öğretmen adayı seçtikleri kimya konularını 4 hafta boyunca anlatmışlardır. Veri toplama aracı olarak öğretmen adaylarının sundukları derslere yönelik görüşlerini aktaracakları yansıtıcı günlükler kullanılmıştır. Yapılan içerik analizi sonucunda öğretmen adaylarının konu alanı bilgisi, pedagoji bilgisi yeterlilikleri ve geri bildirimlerin etkisi kategorileri üzerinde durdukları ortaya çıkmıştır.

New Experimental Searches in Chemistry Education: An In-depth Look Centering on the Reflective Diaries of the Pre-service Teachers

The aim of this study is to determine the opinions of chemistry pre-service teachers about the development of their professional competences in their micro-reflective teaching processes through their reflective diaries. In this research, we adopted case study that is a type of qualitative research design. Accordingly, we focused on the following issues: In what fields do pre-service teachers encounter problems during their micro-reflective teaching experiences? How do they try to solve said problems? How to they try to improve themselves? Participants of the study consist of six volunteer chemistry preservice teachers. In the application stage, each pre-service teacher instructed the selected chemistry subjects for 4 weeks. We used the reflective journals on which pre-service teachers reflected their opinions concerning the courses they have instructed as the data collection tool. As a result of the content analysis we clarified that the pre-service teachers focused mostly on the categories of subject content knowledge competence, pedagogical knowledge competence and effect of feedbacks

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