Duyarlı Öğretime Radikal Yapılandırmacı Bir Bakış: Öğretmen Merkezsizleştirmesi

Öğrenci düşünme şekline duyarlı öğretim, öğretmenin ders sırasında öğrenci düşünme şekillerine odaklandığı ve öğretimle ilgili kararlarını bu düşünme şekillerine dayanarak verdiği bir öğretim yaklaşımı olarak tanımlanmaktadır. Geçmiş araştırmalar duyarlı öğretimin bileşenleri ile ilgili önemli sonuçlar ortaya koymuştur. Ancak bu çalışmalarda öğretmenlerin öğretimlerine yön veren zihinsel süreçlerine değinilmemektedir. Bu teorik makalenin amacı, öğrenci düşünme şekline duyarlı öğretimde öğretmenlerin geçtikleri zihinsel süreçleri merkezsizleştirme kavramı çerçevesinde tanımlayarak alan yazına katkıda bulunmaktır. Merkezsizleştirme, genel olarak, kişinin iletişim halinde olduğu diğer kişinin bakış açısını göz önünde bulundurabilmesi olarak tanımlanmaktadır. Öğretmenlerin merkezsizleştirme becerisinin ya da bu becerideki eksikliğin öğrenci ile iletişimini nasıl etkilediğini açıklamak amacıyla, iki tür öğretmen-öğrenci iletişimi tanımlanacaktır: yansıtıcı ve yansıtıcı olmayan iletişim. Örnek olarak, sınıf tartışmalarından alınmış iki matematiksel diyalog, yansıtıcı ve yansıtıcı olmayan iletişim bağlamında incelenecektir. Merkezsizleştirme kavramı kullanılarak yapılacak araştırmaların duyarlı öğretim ile ilgili alan yazına nasıl katkı sunacağının tartışılmasının ardından, yapılabilecek merkezsizleştirme araştırmaları ile ilgili öneriler sunulacaktır.

Anahtar Kelimeler:

Merkezsizleştirme, duyarlı öğretim, öğretmen-öğrenci iletişimi, matematik eğitimi, radikal yapılandırmacılık

A Radical Constructivist View of Responsive Teaching: Teacher Decentering

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