Uygulama Öğretmeni-Uygulama Öğretim Elemanı İkilisinde Danışmanlık İnançları: İşbirliğini Geliştirmek için Yansıtıcı Diyalog Önerisi

Birçok öğretmen eğitimi programında yer alan okul-fakülte işbirlikleri, öğretmen adaylarına meslekleriyle ilgili kendilerini geliştirmeleri anlamında önemli fırsatlar sunmaktadır. Ancak bu işbirlikleri, öğretmen adaylarının becerilerini geliştirmek için öğretmen adayı ile bir araya gelerek bir üçlü oluşturan uygulama öğretmeni ve uygulama öğretim elemanının arasındaki işbirliğinin eksik olması durumunda çoğunlukla istenen hedefe ulaşamamaktadır. Öğretmen adaylarına danışmanlık sunan uygulama öğretmenleri ve uygulama öğretim elemanlarının kişisel inançlarını bağlamında görevlerini yerine getirdikleri alan yazında belirtildiğinden, eksik olan bu işbirliğini iyileştirmenin bir yolu da uygulama öğretmeni ve uygulama öğretim elemanının etkili danışmanlığa ilişkin kişisel inançlarını araştırmaktır. Bu nedenle, bu vaka çalışması, Kişisel Yapı Kuramı çerçevesinde, bir uygulama öğretmeni ve bir uygulama öğretim elemanının etkili danışmanlığa ilişkin kişisel teorilerini araştırmayı amaçlamıştır. Çalışmanın verileri repertuar çizelgesi tekniği ile toplanmış ve REP Plus adlı bilgisayar programında analiz edilmiştir. Analizler takip röportajlarıyla desteklenmiştir. Çalışmanın sonuçları uygulama öğretmeni ve uygulama öğretim elemanının ortak ve farklı inançlarını ortaya koymuş ve bu inançlar doğrultusunda uygulanacak olan yansıtıcı diyalogları ve ikili iletişimi, okul-fakülte işbirliğinin gerçek anlamda işbirlikçi olarak uygulanması açısından önermiştir.

Supervision Beliefs in Cooperating Teacher-University Supervisor Dyad: Implications for Reflective Dialogue to Strengthen Partnership

In most teacher education programmes, school-faculty partnerships provide a vital opportunity for student teachers to learn about teaching. This partnership, however, is undermined by the lack of collaboration between cooperating teachers and university supervisors who are paired up in a student teaching triad to help student teachers improve their teaching skills. One way to resolve this lack of collaboration is to understand the supervision beliefs of cooperating teachers and supervisors as it has been reported in literature that both triad members act upon their personal beliefs of how to supervise student teachers. Therefore, drawing on the Personal Construct Theory, this case study aims at exploring the personal theories of a supervisor and a cooperating teacher in relation to effective supervision. The data was collected through the repertory grid technique and analysed on a REP Plus computer software program, which was subsequently followed by semi-structured interviews. The results revealed both shared and idiosyncratic personal theories of the university supervisor and the cooperating teacher and suggest the need for reflective dialogue and joint communication between dyad members over these beliefs to sustain a collaborative school-university partnership.

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